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:

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.

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:

An account of the tools available to the teacher is provided in the chapters that follow.

Learning contexts

Learning can take place in a range of contexts and situations – the classroom, the laboratory, the teaching hospital or the community. The most effective learning programmes offer a range of learning contexts with the appropriate mix or balance varying at different stages of training.

Educational strategies

A range of educational strategies are described in Section 3. The strategy adopted has implications for the choice of learning method:

Whatever educational strategy is adopted, it is likely that there will be a role for a range of teaching and learning methods. In problem-based learning, for example, while much of the emphasis will be on small group work and independent learning, the occasional lecture still has a place.

The student or trainee

The learner should be kept sharply in focus when a learning method is selected. Think about:

Each student is different with regard to how their learning needs can best be met – one size does not fit all. As far as possible, their individual needs should be taken into account when the learning method is selected (see also Chapters 2 and 13). Not all students will choose to attend a lecture, and many may prefer an alternative approach.

Keep in mind that students are not simply the recipients of the training or educational programme. They may be co-authors and contribute actively to its development and delivery. This is discussed further in the section on peer teaching (Chapter 27).

Depending on the approach adopted the roles expected of the teacher will vary. There is likely to be a move away from the teacher as an information provider to one of learning facilitator.

A final thought

While the emphasis in this section is on the range of teaching and learning methods and opportunities, an important element that contributes to the learner’s success with any method is the teacher. The success or failure of an educational session will be related as much to how well it is planned and implemented by the teacher as to the choice of the learning approach. Different methods will make different demands on the teacher. Whatever the teacher’s role, it needs to be fulfilled well if the learning is to be effective.

Reflect and react

Here are some thoughts to reflect upon in relation to your choice of teaching method: