The teacher’s toolkit

Published on 01/06/2015 by admin

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20 The teacher’s toolkit

There are many things to consider when choosing an educational tool from the wide range of instruments available. Think about the expected learning outcomes, the local context and the needs of the students.

Choosing a teaching method

The FAIR educational principles (feedback, activity, individualisation and relevance) as described in Chapter 2, if applied in practice, result in effective learning. The creation of learning opportunities for students or trainees is the subject of this chapter.

The last decade has seen a re-examination of traditional teaching methods such as the lecture with a greater emphasis on small group work and independent learning, on the use of new learning technologies including simulation and e-learning and on learning in different contexts.

It is useful to think about the choice of teaching method from different perspectives:

• The expected learning outcomes. Learning outcomes, as argued in Chapter 6, should be the starting point in any consideration of teaching.

• The tools to be used, for example simulated patients or PowerPoint presentations.

• The context or location where the learning is situated, for example the lecture theatre, the outpatient clinic or the rural community.

• The educational strategies adopted in the curriculum or course, for example problem-based learning.

• Special needs of the trainees or students, for example do they have different starting points in their abilities or mastery of the subject?

Learning outcomes

The choice of the most appropriate learning experience for students should take into account the expected learning outcomes. A lecture may be good for providing a framework or for transmitting information, but a small group discussion is more helpful if teamwork, reflection and problem solving are to be encouraged. Teaching in the clinical context, whether with real or simulated patients, can contribute to the acquisition of clinical skills as well as demonstrating relevance and the application of theory to practice.

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Fig 20.1 Choosing the method of teaching and learning.

Learning outcomes relating to patient safety, prevention of errors, team working, the promotion of health and the development of appropriate attitudes have been relatively neglected in the medical curriculum. The chapters that follow show how competence in these areas can be addressed if the appropriate teaching and learning method and the provision of appropriate learning opportunities are selected.

A blueprint or matrix should be prepared that matches the teaching and learning methods to the expected learning outcomes. The learning outcomes are placed on the horizontal axis and the learning methods or opportunities provided for students on the vertical axis. The vertical columns should identify at least one learning opportunity for each outcome. A learning opportunity can address several learning outcomes. Work with a simulated patient, for example, can cover both communication skills and attitude domains. A grid prepared in this way is useful not only in the planning of a training programme, but also for the students or trainees as a guide to their studies. The grid can be incorporated into a curriculum map or learning management tool if these are available.

The teacher’s toolkit

A competent carpenter or joiner has a toolkit with a range of tools, each of which has a key function for which it has been designed. A hammer is used to insert nails. Pliers could be used for the task but they are less efficient. The toolkit will include several types of saws, each suited to their own task. With time, the carpenter will replace old tools with new improved versions that incorporate the latest technology. If we employ a carpenter, we will expect him to have a comprehensive toolkit with the appropriate tools to tackle the job for which he has been engaged. Replace ‘carpenter’ with ‘teacher’ and the situation should be no different. The teacher should have a comprehensive up-to-date range of tools for teaching and learning. Students or trainees have the right to expect that we will incorporate in our teaching the methods most appropriate for the stated learning outcomes.

Tools available include:

• presentation tools such as PowerPoint to communicate ideas or principles particularly in a lecture context

• audience response systems (including simple coloured cards) to actively engage students in a lecture

• simulated patients and simulators to complement the use of real patients

• video clips to illustrate practical procedures

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