good tutorial? 18th May 2018 Dr Catharine George & Dr Jo - - PowerPoint PPT Presentation

What makes a good tutorial?

18th May 2018 Dr Catharine George & Dr Jo Gardiner

What makes a good tutorial?

Aims

➢To encourage you to reflect and ➢Challenge you to try something new ➢To review some tools ➢To enthuse you

Aims and objectives

➢Aims: are general ➢Objectives: are specific

• Defining aims & objectives
• Assessing Trainees learning needs
• Engaging our trainees
• Using domains of learning
• Considering different teaching methods.

What makes a good tutorial?

Objectives

Helps you

➢Define what you are trying to achieve

(content)

➢Decide how to deliver ( method) ➢Helps keep you on track ➢Can use to reflect if you got there ➢Can use to evaluate

Task:

➢What is the purpose of tutorials?

Educational cycle

Diagram you may remember from SPESC?!

Task

➢How do we identify learning needs

throughout training?

How do we identify learning needs?

Summary of ideas

➢Kiddy ring (to identify prior experiences) ➢Confidence rating scales: Manchester, Lanarkshire list, RCGP

Condensed curriculum guide knowledge rating scale (Others - see bradfordvts.co.uk

➢PEP (provided free by RCGP) ➢COTs CBDs ➢Debriefs - PUNs DENs ➢RCA & PCA (Random / Problem case analysis) ➢Joint surgeries & videos, OOH feedback ➢MSF, PSQ, informal feedback from staff & patients, CSR ➢SEAs, complaints ➢Discomfort log ➢prescribing or referral analysis ➢Formative CSA feedback, AKT, CSA

Adult learning (Rodgers 1988)

➢ Conducive climate established ➢ Learning activities relevant to circumstances ➢ Learner’s past experiences used in process ➢ Engagement of learner in design of process ➢ Encourage learner to be self-directed ➢ Educator facilitative rather than didactic ➢ Individual learner’s needs and styles taken into

account

How to engage the trainee?

ARCS model of motivation (Keller1987)

➢Attention

“hook” & stimulate attitude of enquiry

➢Relevance

to learners needs

➢Confidence empower self belief - can do it! ➢Satisfaction enjoy & make a difference personally

Task

➢Think of a recent tutorial… ➢What do you think was the “hook”?

Domains of learning

knowledge attitudes skills

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Domains of learning

Blooms taxonomy of Learning Objectives

• Three hierarchical models are used to classify

educational learning objectives:

• 1. Cognitive

= Knowledge is gained

• 2. Psychomotor

= Skills are acquired

• 3. Affective

= Attitudes are changed

• Useful when trying to identify learning objectives or
• utcomes for a tutorial.

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Cognitive (Knowledge) Domain

Diagram from Vanderbilt University for Teaching

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Affective (Attitude) Domain

• Unlike knowledge cannot be picked up from books /internet
• More nebulous & hardest to evaluate.
• attitudes are important part of GP curriculum of learning!

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Psychomotor (skills) Domain

• The conscious competence learning model
• How we acquire a skill

Task

➢Which domain did your tutorial focus on? ➢How did you or could you have got into the

• ther domains?

knowledge attitudes skills

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Domains of learning - Summary

• 1. Cognitive

= Knowledge

• 2. Psychomotor = Skills
• 3. Affective

= Attitudes

• Useful when formulating learning objectives or outcomes
• Checklist to reduce risks of overlooking some vital aspect &

encourages a more holistic approach.

• Helps us identify where trainees are in the learning process &

consider how to move them onto the next level.

• Can be used for planning the learning process itself - selecting

methods/ activities to match the objectives.

knowledge attitudes skills

Miller’s pyramid of Clinical Competence does shows knows how knows

Task

➢ In your recent tutorial, which level were you aiming for

• r did you achieve?

➢ What methods would have worked to achieve these aims? ➢ How could you move your Trainee up a level?

does shows knows

how

knows

What makes a good tutorial - Summary

➢Defining aims and objectives ➢Assessing learning needs ➢Engaging the learner - hooks! ➢Using domains of learning ➢Considering teaching methods - depends

• n objectives