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You must be joking!

Hold on lets think about this…..

AIM of this WorkshopWORKING WITH YOUR EXPERIENCES,

• To consider the reasons for poor performance.

• To define the solutions.• And concider specific teaching

methods one might employ.

Outcome objectivesBy the end of the session you will:

• To be aware of the signs of poor/under performance.

• Be able to produce a needs based plan.

• Be able to choose appropriate teaching and assessment methods.

Are there any other issues that you would like

to consider?

Think of a case you would like to work with? IN PAIRS OR TRIPLETS.

• Consider a specific registrar’s educational needs. ( 5 minutes)

• How did you discover there was a problem?

• What sort of problem was it?

So what are the signs and symptoms of poor

Performance?

• Educational, ( approach)– Ineffectual Teaching and learning Capacity.– Unmet learning needs– Lack of experience.

• Performance ( clinical gaps & errors, assessment)• Feedback from team members• Significant events• Summative and formative assessment

• Behaviour – Inappropriate Professional skills, attendance, communication, attitudes

• Social, (distractions & conflicts)– Language & Culture,

• Medical, (reduced capacity)– illness, medication

Signs and symptoms of poor performance

So.. Having decided that there is an ‘educational problem’

how do we define it more clearly?

The needs assessment. 3 VITAL steps..

1. Where have they come from?2. Where do they need to get to?3. How are they going to get there?

Puts needs in context…>

The contextual Needs Assessment.

Need is defined as a gap in competence.

• What does the Registrar Know/understand/ do already (APL) ( current competence) Millers pyramid.

• What is the standard that must be achieved? ( Learning Objectives /competences)

• How can we Fill the Gap! ( curriculum compacting)

S

KH

K

D

What do we need to do?

• Get general information:– From the Registrar ( Learning portfolio, SWOT,)– From others: ( MSF)– Assessment data (summative and formative)

• Define the nature of the gap ( K,S,A,B)• Define the reasons for the gap• (approach to learning)

• Agree the methods to close it.• ( approach to teaching)

Approach to learninginfluenced by:

• Surface, deep, (& strategic)• Learning styles, Honey & Mumford, aural,

visual, kinaesthetic. • Prior learning experience• Teaching styles• Study skills analysis, judgement, synthesis, information

management, breadth and depth of vision.

• The curriculum (agreed overt hidden)• The Learning environment. Preferred place to

learn.

Thinking of your case as an example:

1. WHAT WOULD BE YOUR GENERAL APPROACH (strategies) TO THESE LEARNING NEEDS?

2. THE TEACHING METHODS YOU MIGHT YOU EMPLOY?

So what Teaching strategies might we

employ.( student centred)

• Emphasise Concepts, theories, relationships, ideas, and generalisations.

• Let the Registrar express themselves and express curiosity.

• Let the Registrar choose what and how to learn.• Encourage projects and private study• Encourage reflection on experience• Encourage integration of learning and practice.• Emphasise lifelong learning and debate.

The Prescriptionthe teaching strategy

should be:• Must be specific to the problem

• Must have clear learning objectives. • Must BE LEARNER CENTRED:

• Must be agreed By all involved

• Must be palatable to the trainee

• Must be feasible time, cost & outcomes

• SO HAVING CONSIDERED YOUR TEACHING STRATEGY, WHAT TEACHING METHODS MIGHT WE EMPLOY, HOW CAN WE DELIVER THE PRESCRIPTION?

What Teaching methods could we

employ?• Self directed

– Skill practice, Reading, Reflection, internet and distance learning, , courses, OPD

• One to One ( keep content minimal)– Concepts, basic principles, understanding

demonstrations, role modelling • Small group

– Sharing experience, Presentations, Problem solving, critical thinking, collaborative working, attitudinal development.

The Timetable

• Learner’s needs must be prioritised.

• Time allocated must be appropriate.– Planning time– Surgery time / study time balance.– Tutorial time, assessment & feedback

Assessment of learning outcomes.

• Re-test at regular intervals• Focus on the agreed learning outcomes.• Use the appropriate testing tool.

– MCQ, MEQ, OSCE, CBD & Case analysis, Video..

• Give positive feedback• Encourage reflection on outcomes.• Review learning log/ portfolio regularly.• Consider repeat of needs assessment.

THE NEW CURRICULUM• CONTENT ( THE GAPS)• LEARNING OBJECTIVES ( FOCUS)

• TEACHING METHOD (LEARNER CENTRED)

• THE TIMETABLE (prioritised)• ASSESSMENT of learning. (FORMATIVE &

SUMMATIVE outcomes)

The Teaching

Process..

REFLECT

PLANACT

Assess needsThe gaps

Set objectivesFocus

Teaching StrategyThe approach

Teaching methodsDelivery

TimetablePrioritising

Assess outcome objectivesOutcomes

Go back to your own examples and reconsider

your approach.

What would you do differently ?

Bye……