E
P
E
C
for
V
E
T
E
R
A
N
S
Plenary 4
Effective Educational
Techniques
Education in Palliative and End-of-life Care for Veterans is a collaborative effort
between the Department of Veterans Affairs and EPEC®
Objectives ...

After reviewing this plenary session,
clinicians will be able to understand:
the goals of education
how adults learn best
how to cope with ‘challenging’
participants
how to present an effective didactic
lecture
… Objectives

After reviewing this plenary session,
clinicians will be able to understand:
how to facilitate a small group, case
based discussion
how to facilitate a role play session
how to use visual aids and slides
effectively
Education steps

Attitudes

Knowledge

Skills

Behavior

Patient Experience

Group / Societal Experience
Adapted from Dixon J. Evaluation Criteria in Studies of Continuing Education in the Health Professions: A
Critical Review and a Suggested Strategy. Evaluation and the Health Professions, 1978; 1(2): 47-65.
Learning types

Passive learning

Active learning
Positive influences

Motivation

Role model

Learner has unsuccessful
experience and wants to do better

Learner needs to know
Presentation skills

Movement

Rehearse

Voice


Know your
audience
Be prepared to
answer questions

Humor

Be prepared for
difficult
participants

Know your
material
‘Challenging’ participants

Know-it-all

Naysayer

Monopolizer

Chatterbox

Reluctant
learner

Disengaged
participant
Interactive lectures

Write your objectives or ask the group

Know your material & audience

Rehearse

Prepare the room

Prepare and test AV equipment

Be prepared to answer questions

Use humor appropriately
Case-based teaching



An effective way to get participants
involved
Can be used to stimulate issues and
questions
Create a case study
identify specific learning objectives
use a real case
omit information that is not essential
Facilitator’s role

Establish welcoming, emotionally
open setting

Admit gaps in knowledge, then
group will too

Encourage exploring topics and do
not criticize

Loosely guide discussion
Limitations

Increases needs for teachers
higher teacher to student ratio
increased costs

Need trained facilitators
Designing role plays …

Base the role play on a real case

Use prepared roles

Clarify goals

Give details to “set the stage”
… Designing role plays



Make role plays brief and simple
Participants “make up” what they
don’t know
Balance structure and spontaneity
Conducting role plays

Develop the role play

Set the stage

Assign the roles

Prepare and clarify

Conduct the role play

Discuss

Give feedback
Types of role plays

Paired

Paired with an observer

“Fishbowl”

Video case

Standardized patient
Summary