small group teaching vinod patel bernadette o’hare
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Small Group Teaching Vinod Patel Bernadette O’Hare. Aim. To discuss small group teaching: Pros and Cons Consider new approaches that develop from the group. Objectives. To agree the particular strengths of Small Group Teaching To identify difficulties with Small Group Teaching . - PowerPoint PPT PresentationTRANSCRIPT
Small Group Teaching
Vinod Patel Bernadette O’Hare
Aim.• To discuss small group teaching: Pros and
Cons• Consider new approaches that develop
from the group
Objectives.
• To agree the particular strengths of Small Group Teaching
• To identify difficulties with Small Group Teaching
Format of the session.
• Brief Introduction• Strengths and Weaknesses analysis• Tools of teaching OTJ• Logbook Exercise• Concluding Discussion
Small Group teaching in GP• Build on prior experience and knowledge• Clearly related to learning needs of the participants• Active learning• Focussed on problems• Immediately applicable• Action-Reflection cycles• Acquisition of technical skills
De Villiers et al 2003
Medical Students: Small Group • Effective Small Group Tutors• Positive group atmosphere• Active participation and interaction• Keeping to goals• Clinical relevant• Promotion of clinical thinking and problem
solving
Steinert 2004
Experiences of Small Group Teaching
• Positive • Negative
Experiences of Small Group Teaching: St George’s
Positive• Enjoyable, interactive,• Makes you think, involved• Own pace• Links with other parts of
course• Builds on prior learning• Teamwork emphasis• More heads• Cannot opt out• Deep discussion• Group socialisation
Negative• Terror of being asked question• Mini-lecture• Monologue• Domination by a few • Did not deal with my issues• Poor preparation• Tutor had to drag out answers• Too long• Tutor poorly prepared
Peter McCrorie 2006 ASME booklet
Increasing levels of performanceby taking a break
0 5 10 15 20 25 30 35 40 45 50 55 60
Period of teaching (minutes)
Leve
l of p
erfo
rman
ce
RestLearning gainedthrough rest period
Source: Bligh (1998)
| | | | | | | | | | | | |
Learning lostthrough rest period
Small Group Teaching
Point 2 Point 3 Point 4 Point 5Point 1 Point 6
“Rest”“Rest” “Rest”“Rest”“Rest” “Rest”
What size and How Shall we sit!
What size and How Shall we sit!
Role of the Tutor:• Instructor• Devil’s Advocate• Probe answers, even wrong answers• Chair the interactive discussion• Be the information source• Facilitator: guide, ensure objectives and
“curriculum” delivered, ensure progress
Richmond’s Strategic Interventions
• Start, finish, outline task, summarise, set further activities
• Maintain flow of content• Manage group dynamics• Facilitate goal achievement and check
understanding• Manage the environment: time, equipment,
heating!)Richmond DE 1984
Small Group Rules• Punctuality• Finish on Time• Do not talk over each other, avoid interruption• Values each other contribution• Respect viewpoints• Turn up prepared• Join in• Keep personal issues outside• Maintain confidentiality if needed• Mobile phone ?!
Peter McCrorie 2006 ASME booklet
Small Group Dynamics• Forming• Norming• Storming• Performing• Adjourning-moving on
The Kolb CycleIn Small Group Teaching
Planning and Preparing
Reflection
Concluding
Action
The Kolb CycleIn Small Group Teaching
Planning and Preparing
Reflection
Concluding
Action
Background work
Actions in the group what happened
New Learning
New Skills
Challenging Learners• Dominant• Know it all• Centre of Attention• Aggressive/Argumentative• Offensive• Politically incorrect• Flirtatious• Joke a minute• Garrulous• Disengaged
• Bored• Let’s other people do
work• Lazy• Shy• Delicate, tearful• Over dependant• Late• Frequently ill• Mentally disturbed
Peter McCrorie 2006 ASME booklet
Small Group Learning Summary
• Can be very productive• Special Skills: Facilitation• Active Learning and Reflection ideally• Range of activities: discussion, role play,
videos, quiz, etc etc• Keep to the intended outcomes (if
essential)
Some Definitions:• Professional Supervision: Regular
extended one to one meetings between experienced clinicians, to discuss specific cases
• Informal Supervision: opportunistic exchanges, short, spontaneous
• Managerial Supervision: Direct supervising manager and supervisee
John Launer ASME 2006)
Some Definitions:• Remedial Supervision: Regulatory authority
has concerns about someone’s performance• Mentoring: Guidance and support offered by a
more experienced colleague• Coaching: Supervision aimed at unlocking
someone’s potential (maximise performance)• Educational Supervision: organised clinical
supervision taking place in context of recognised training
John Launer ASME 2006)
Mentoring• Usually guidance and support by a more
senior colleague• Also peer mentoring and co-mentoring• Formal or informal• Voluntary and confidential
Launer’s Seven C Approach• Conversation:• Curiosity:• Contexts:• Complexity:• Creativity:• Caution:• Care:
Launer 2002)
Launer’s Seven C Approach• Conversation: talking through versus direct advice• Curiosity: explore, detail, specificity• Contexts: in the shoes of the other person• Complexity: looking at the whole, avoid “quick fix”, do
not lose the individual• Creativity: innovation, imagination, thinking laterally• Caution: circumspection, do nor over stretch the
relationship, realistic expectations• Care: Attentiveness and positive regard
Launer 2002)
What makes a good teaching session?
• Small groups• Interesting signs / classical case• Focussed area for teaching• Observed examination with feedback• Combined with theory and case
discussion
Langrish J, Informal Oxford Student Survey 2003