Jo Swallow and Louise Whyte
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Learning Objectives
 Understand the approach to teaching and learning
used on the GP scheme
 Understand some educational theory
 Effectively plan your presentations / teaching sessions
 Learn different teaching methods and develop
confidence to adapt to personal style
 Develop skills to keep your teaching interesting and
effective
 Learn about giving and receiving feedback
Teaching is best done in the lecture theatre / teaching is best
done on the job
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Why don’t we just sit you
down in rows and teach you all
the facts you need to know?
Thoughts……
And because…..
 ‘Education is about lighting
fires, not filling buckets’
(WB Yeats)
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Task-5mins
 In twos or threes think of one positive & one negative
teaching experience you may have had as a health
professional or student
 Choose one of these experiences to summarise and
present to the group
 Try to include some comments on the role of the
teacher in making this effective or ineffective
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2 principles we use
Constructivism
 Construction
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Building on your existing knowledge, skills and experience
 Context
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Relate to the real world
 Collaboration
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Working with other people
Exploring different perspectives
Understanding that ‘knowledge’ varies with context and with
culture
Adult learning
• Learning what’s important to you
• Learning things which are useful for the real
world
• Learner, not teacher, is responsible
• Learning is self directed
• Learning is continuous and adapts to new
situations – spiral, not linear
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Discuss:
Apart from facts, what do you need to
learn in your training over the next 3
years?
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Areas of learning
 Knowledge
 cognitive domain – recall, evidence base, application of
knowledge,
 Skills
 psychomotor domain (how to do things) competencies,
clinical, practical, communication, problem solving.
 Attitudes
 Affective domain – interest, appreciation, adjustment,
values, beliefs, ethics, personal care for patients
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nMRCGP competencies
 Communication and
 Working with colleagues and in
 Practising holistically
 Community orientation
 Data gathering and
 Maintaining performance,
 Making diagnoses and decisions
 Maintaining an ethical
consultation skills
interpretation
 Clinical management
 Managing medical complexity
 Primary Care administration
and IMT
teams
learning and teaching
approach to practice
 Fitness to practice
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Miller’s Pyramid
Does
Action
Performance
Shows How
Knows How
Competence
Knowledge
Knows
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Miller’s Pyramid
WPBA
Does
CSA
Action
Performance
Shows How
CSA
Knows How
AKT
Competence
Knowledge
Knows
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Brainstorm
 What teaching methods which might be
useful for your training?
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Acquiring knowledge
 Lectures
 Tutorials
 Books
 Journals
 Electronic information sources
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Other Methods
Lecture
Debate
Buzz groups
Mini-lecture
Brainstorming
Action learning
Project based
learning
Case discussion
Critical incident
Role play
Triadic teaching
PBL
Video teaching
Task groups
Balint group
microteaching
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Teaching methods
 Quiz
 Lecture / presentation
 CBD
 Problem based small group learning (PBSGL)
 Mind maps
 Media
 Group tasks (buzz groups etc)
 Reflective and self directed learning
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Some learning tools used in GP
 Problem case analysis – things you know you don’t
know
 Random case analysis – issues you may not have
identified
 Significant event analysis – learning from mistakes
and near-misses
 PUNS and DENS
Experiential learning
Experience
Test implications
of concepts
in new situation
Observe and
reflect
Make abstract concepts
and generalisations
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Learning from colleagues
 Sharing knowledge
 Sharing resources
 Teaching skills
 Offering different perspectives
 Facilitating reflection
 Giving each other feedback
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Teaching Plans-’’My session’’
 Plan session! MUST be relevant to GP
(timings, activities, resources, materials)
 Establish learner’s agenda
 Aims
 Objectives (link to curriculum statement)
 Main body of session
 Content
 Activities
 Interaction
•Record any learning needs which arise
•Review learning outcomes
•Summarise and conclude session (plenary)
Crib sheet on feedback on
teaching sessions.
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Opening – was it effective, was there contact with the
audience and were objectives given?
Main points – were these clearly expressed and were
explanations given clear?
Were slides well set out (no more than 5 points) and was
there good use of appropriate illustrations?
Ending – were the main points re-stated clearly?
Was the presentation correctly timed and questions
allowed for?
Was the content relevant and were questions from the
audience appropriate?
Was there good interaction with the audience – eye
contact, appropriate NVCs
Was the speaker audible and clear and tone interesting
Were anecdotes or humour used and were technical terms
kept to a minimum?
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OVER TO YOU! + Evaluation.
 learning what’s
important to you
 applicable in the real
world (context)
 learner, not teacher, is
responsible
 learning is self
directed
 learning is
continuous, must
adapt to new
situations