Teaching Gems for Non-Educators in the Practice
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Dont forget to refer to the resources in the right hand column which may help you.
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You are given permission to cut and paste anything out of Paddy McEvoy's book.
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Remember to see permision for any material that does not belong to you or Paddy. A permission request form can be found in the left hand column.
Pages: 10 sides of A4 (or less)
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Overall aim of this chapter: to give the reader (non educators in the training practice: ie other partners, salaried GPs, practice nurses, practice manager) some basic grounding in educational theory that matters to help them think about the way they teach and how they can do it more effectively. Not only that, but we want to expand their repertoire of educational tools/skills without bogging them down with masses of reading as required by postgraduate certificate courses. This is a rough and ready guide for others involved in teaching who want to improve their style and methods pretty quickly and understand why educators are so obsessed with certain things like group work, moving away from topic based tutorials, getting learners to learn for themselves, teacher vs facilitator, spoon feeding vs helping them feed themselves. I hope you get the idea,
- This section is to provide a brief overview of the key principles and help non trainers to get a 'quick and dirty' grasp of some educational theory and principles to put into practice - so be brief!
- Mnemonic: ACME - Aims & objectives, Content, Medthodology, Evaluation
- Defining Aims and Objectives - why, how
- What are you trying to teach? - link to the domains of learning (knowledge, skills, attitudes)
- Basic educational theories - Miller's pyramid of competence, Kolb's experiential learning cycle, Schon's reflective practitioner, The 3 Cs of constructivism, Adult learning (Androgogy), Feedback (definition, how to do it)
- Teaching Methods
- Gibb's reflective cycle for difficult experiences
- What makes a good teaching session - see slides on right hand side