Presentation Skills for Residents in internal medicine - ESIM 2011
Transcript of Presentation Skills for Residents in internal medicine - ESIM 2011
Presentation Skills for
Residents in internal medicine
Shirley Rigby
Consultant Physician amp Rheumatologist
Warwick Hospital UK
This morning hellip
1048713 A lecture on lecturing
1048713 Workshop on aspects of clinical
teaching
Why should residents learn how
to teach
1048713 Because they do
1048713 Creates a positive learning environment
1048713 Communicates a sense of enthusiasm
1048713 Influence students‟ career decisions amp attitudes
1048713 Residents who teach well learn more
1048713 Programs to improve residents‟ teaching bdquowork‟1048713 hellipskilled resident teachers aid near-peer learning
1048713 hellipprograms to improve resident teaching skills do so
Why should internal medicine
physicians learn
how to teach
1048713 You will be teaching hellip
1048713 Patients
1048713 Peers
1048713 Learners (students junior trainees)
1048713 Other health professionals
1048713 To teach is to learn hellip
1048713 Internists have depth amp breadth can approach
undifferentiated problems
1048713 Parallels between teaching amp diagnostic reasoning
Dandavino et al Med Teacher 2007
Career paths in medical education
ldquoIn a lecture given by a brilliant scholar with an
outstanding topic and a highly competent audience
10 of the audience displayed signs of inattention
within 15 minutes After 18 minutes 13 of the
audience and 10 of the platform guests were
fidgeting At 35 minutes everyone was inattentive At
45 minutes trance was more noticeable than fidgeting
and at 47 minutes some were asleep and at least one
was reading a newspaper A casual check 24 hours
later revealed that the audience recalled only
insignificant details and these were generally wrong
Frost 1965
In what context do you give presentations
1048713
1048713
1048713
1048713
1048713
What problems do you perceive with being a bdquolecturer‟
1048713
1048713
1048713
1048713
Goals
1048713 Define the characteristics and structure of a lecture and apply it to your own presentations
1048713 List the indications for interactive strategies and discuss
how to integrate them in your lectures
1048713 Use the rules of good audiovisual presentations to
produce effective visual aids
1 Lectures
Applies to
1048713 Formal lectures
1048713 Grand rounds
1048713 Case presentations
1048713 Clinical vignettes
1048713 Research presentations
1048713 bdquo10 minute papers‟
1048713 hellip
Think about a recent lecture you
attended
What made it effective (or ineffective)
Or
What made you learn
(or prevented you from learning)
Write it down
Principles of adult learning ndash
theory to practice
Learning is improved if it hellip
1048713 is learner ndash centred
1048713 uses active learning
1048713 is problem-based
1048713 is applicable
1048713 feedback is given to the learners
1048713 uses experience of learner
How does this apply to lectures
Learner-centred assess learner needs be relevant
Active learning interactivity
Problem-based use real cases
Applicable can be used in clinical context of learner
Feedback tells learner what they have learned and
what is left to learn
Experience of learner start where they are build a
framework
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
This morning hellip
1048713 A lecture on lecturing
1048713 Workshop on aspects of clinical
teaching
Why should residents learn how
to teach
1048713 Because they do
1048713 Creates a positive learning environment
1048713 Communicates a sense of enthusiasm
1048713 Influence students‟ career decisions amp attitudes
1048713 Residents who teach well learn more
1048713 Programs to improve residents‟ teaching bdquowork‟1048713 hellipskilled resident teachers aid near-peer learning
1048713 hellipprograms to improve resident teaching skills do so
Why should internal medicine
physicians learn
how to teach
1048713 You will be teaching hellip
1048713 Patients
1048713 Peers
1048713 Learners (students junior trainees)
1048713 Other health professionals
1048713 To teach is to learn hellip
1048713 Internists have depth amp breadth can approach
undifferentiated problems
1048713 Parallels between teaching amp diagnostic reasoning
Dandavino et al Med Teacher 2007
Career paths in medical education
ldquoIn a lecture given by a brilliant scholar with an
outstanding topic and a highly competent audience
10 of the audience displayed signs of inattention
within 15 minutes After 18 minutes 13 of the
audience and 10 of the platform guests were
fidgeting At 35 minutes everyone was inattentive At
45 minutes trance was more noticeable than fidgeting
and at 47 minutes some were asleep and at least one
was reading a newspaper A casual check 24 hours
later revealed that the audience recalled only
insignificant details and these were generally wrong
Frost 1965
In what context do you give presentations
1048713
1048713
1048713
1048713
1048713
What problems do you perceive with being a bdquolecturer‟
1048713
1048713
1048713
1048713
Goals
1048713 Define the characteristics and structure of a lecture and apply it to your own presentations
1048713 List the indications for interactive strategies and discuss
how to integrate them in your lectures
1048713 Use the rules of good audiovisual presentations to
produce effective visual aids
1 Lectures
Applies to
1048713 Formal lectures
1048713 Grand rounds
1048713 Case presentations
1048713 Clinical vignettes
1048713 Research presentations
1048713 bdquo10 minute papers‟
1048713 hellip
Think about a recent lecture you
attended
What made it effective (or ineffective)
Or
What made you learn
(or prevented you from learning)
Write it down
Principles of adult learning ndash
theory to practice
Learning is improved if it hellip
1048713 is learner ndash centred
1048713 uses active learning
1048713 is problem-based
1048713 is applicable
1048713 feedback is given to the learners
1048713 uses experience of learner
How does this apply to lectures
Learner-centred assess learner needs be relevant
Active learning interactivity
Problem-based use real cases
Applicable can be used in clinical context of learner
Feedback tells learner what they have learned and
what is left to learn
Experience of learner start where they are build a
framework
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Why should residents learn how
to teach
1048713 Because they do
1048713 Creates a positive learning environment
1048713 Communicates a sense of enthusiasm
1048713 Influence students‟ career decisions amp attitudes
1048713 Residents who teach well learn more
1048713 Programs to improve residents‟ teaching bdquowork‟1048713 hellipskilled resident teachers aid near-peer learning
1048713 hellipprograms to improve resident teaching skills do so
Why should internal medicine
physicians learn
how to teach
1048713 You will be teaching hellip
1048713 Patients
1048713 Peers
1048713 Learners (students junior trainees)
1048713 Other health professionals
1048713 To teach is to learn hellip
1048713 Internists have depth amp breadth can approach
undifferentiated problems
1048713 Parallels between teaching amp diagnostic reasoning
Dandavino et al Med Teacher 2007
Career paths in medical education
ldquoIn a lecture given by a brilliant scholar with an
outstanding topic and a highly competent audience
10 of the audience displayed signs of inattention
within 15 minutes After 18 minutes 13 of the
audience and 10 of the platform guests were
fidgeting At 35 minutes everyone was inattentive At
45 minutes trance was more noticeable than fidgeting
and at 47 minutes some were asleep and at least one
was reading a newspaper A casual check 24 hours
later revealed that the audience recalled only
insignificant details and these were generally wrong
Frost 1965
In what context do you give presentations
1048713
1048713
1048713
1048713
1048713
What problems do you perceive with being a bdquolecturer‟
1048713
1048713
1048713
1048713
Goals
1048713 Define the characteristics and structure of a lecture and apply it to your own presentations
1048713 List the indications for interactive strategies and discuss
how to integrate them in your lectures
1048713 Use the rules of good audiovisual presentations to
produce effective visual aids
1 Lectures
Applies to
1048713 Formal lectures
1048713 Grand rounds
1048713 Case presentations
1048713 Clinical vignettes
1048713 Research presentations
1048713 bdquo10 minute papers‟
1048713 hellip
Think about a recent lecture you
attended
What made it effective (or ineffective)
Or
What made you learn
(or prevented you from learning)
Write it down
Principles of adult learning ndash
theory to practice
Learning is improved if it hellip
1048713 is learner ndash centred
1048713 uses active learning
1048713 is problem-based
1048713 is applicable
1048713 feedback is given to the learners
1048713 uses experience of learner
How does this apply to lectures
Learner-centred assess learner needs be relevant
Active learning interactivity
Problem-based use real cases
Applicable can be used in clinical context of learner
Feedback tells learner what they have learned and
what is left to learn
Experience of learner start where they are build a
framework
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Why should internal medicine
physicians learn
how to teach
1048713 You will be teaching hellip
1048713 Patients
1048713 Peers
1048713 Learners (students junior trainees)
1048713 Other health professionals
1048713 To teach is to learn hellip
1048713 Internists have depth amp breadth can approach
undifferentiated problems
1048713 Parallels between teaching amp diagnostic reasoning
Dandavino et al Med Teacher 2007
Career paths in medical education
ldquoIn a lecture given by a brilliant scholar with an
outstanding topic and a highly competent audience
10 of the audience displayed signs of inattention
within 15 minutes After 18 minutes 13 of the
audience and 10 of the platform guests were
fidgeting At 35 minutes everyone was inattentive At
45 minutes trance was more noticeable than fidgeting
and at 47 minutes some were asleep and at least one
was reading a newspaper A casual check 24 hours
later revealed that the audience recalled only
insignificant details and these were generally wrong
Frost 1965
In what context do you give presentations
1048713
1048713
1048713
1048713
1048713
What problems do you perceive with being a bdquolecturer‟
1048713
1048713
1048713
1048713
Goals
1048713 Define the characteristics and structure of a lecture and apply it to your own presentations
1048713 List the indications for interactive strategies and discuss
how to integrate them in your lectures
1048713 Use the rules of good audiovisual presentations to
produce effective visual aids
1 Lectures
Applies to
1048713 Formal lectures
1048713 Grand rounds
1048713 Case presentations
1048713 Clinical vignettes
1048713 Research presentations
1048713 bdquo10 minute papers‟
1048713 hellip
Think about a recent lecture you
attended
What made it effective (or ineffective)
Or
What made you learn
(or prevented you from learning)
Write it down
Principles of adult learning ndash
theory to practice
Learning is improved if it hellip
1048713 is learner ndash centred
1048713 uses active learning
1048713 is problem-based
1048713 is applicable
1048713 feedback is given to the learners
1048713 uses experience of learner
How does this apply to lectures
Learner-centred assess learner needs be relevant
Active learning interactivity
Problem-based use real cases
Applicable can be used in clinical context of learner
Feedback tells learner what they have learned and
what is left to learn
Experience of learner start where they are build a
framework
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
ldquoIn a lecture given by a brilliant scholar with an
outstanding topic and a highly competent audience
10 of the audience displayed signs of inattention
within 15 minutes After 18 minutes 13 of the
audience and 10 of the platform guests were
fidgeting At 35 minutes everyone was inattentive At
45 minutes trance was more noticeable than fidgeting
and at 47 minutes some were asleep and at least one
was reading a newspaper A casual check 24 hours
later revealed that the audience recalled only
insignificant details and these were generally wrong
Frost 1965
In what context do you give presentations
1048713
1048713
1048713
1048713
1048713
What problems do you perceive with being a bdquolecturer‟
1048713
1048713
1048713
1048713
Goals
1048713 Define the characteristics and structure of a lecture and apply it to your own presentations
1048713 List the indications for interactive strategies and discuss
how to integrate them in your lectures
1048713 Use the rules of good audiovisual presentations to
produce effective visual aids
1 Lectures
Applies to
1048713 Formal lectures
1048713 Grand rounds
1048713 Case presentations
1048713 Clinical vignettes
1048713 Research presentations
1048713 bdquo10 minute papers‟
1048713 hellip
Think about a recent lecture you
attended
What made it effective (or ineffective)
Or
What made you learn
(or prevented you from learning)
Write it down
Principles of adult learning ndash
theory to practice
Learning is improved if it hellip
1048713 is learner ndash centred
1048713 uses active learning
1048713 is problem-based
1048713 is applicable
1048713 feedback is given to the learners
1048713 uses experience of learner
How does this apply to lectures
Learner-centred assess learner needs be relevant
Active learning interactivity
Problem-based use real cases
Applicable can be used in clinical context of learner
Feedback tells learner what they have learned and
what is left to learn
Experience of learner start where they are build a
framework
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
In what context do you give presentations
1048713
1048713
1048713
1048713
1048713
What problems do you perceive with being a bdquolecturer‟
1048713
1048713
1048713
1048713
Goals
1048713 Define the characteristics and structure of a lecture and apply it to your own presentations
1048713 List the indications for interactive strategies and discuss
how to integrate them in your lectures
1048713 Use the rules of good audiovisual presentations to
produce effective visual aids
1 Lectures
Applies to
1048713 Formal lectures
1048713 Grand rounds
1048713 Case presentations
1048713 Clinical vignettes
1048713 Research presentations
1048713 bdquo10 minute papers‟
1048713 hellip
Think about a recent lecture you
attended
What made it effective (or ineffective)
Or
What made you learn
(or prevented you from learning)
Write it down
Principles of adult learning ndash
theory to practice
Learning is improved if it hellip
1048713 is learner ndash centred
1048713 uses active learning
1048713 is problem-based
1048713 is applicable
1048713 feedback is given to the learners
1048713 uses experience of learner
How does this apply to lectures
Learner-centred assess learner needs be relevant
Active learning interactivity
Problem-based use real cases
Applicable can be used in clinical context of learner
Feedback tells learner what they have learned and
what is left to learn
Experience of learner start where they are build a
framework
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Goals
1048713 Define the characteristics and structure of a lecture and apply it to your own presentations
1048713 List the indications for interactive strategies and discuss
how to integrate them in your lectures
1048713 Use the rules of good audiovisual presentations to
produce effective visual aids
1 Lectures
Applies to
1048713 Formal lectures
1048713 Grand rounds
1048713 Case presentations
1048713 Clinical vignettes
1048713 Research presentations
1048713 bdquo10 minute papers‟
1048713 hellip
Think about a recent lecture you
attended
What made it effective (or ineffective)
Or
What made you learn
(or prevented you from learning)
Write it down
Principles of adult learning ndash
theory to practice
Learning is improved if it hellip
1048713 is learner ndash centred
1048713 uses active learning
1048713 is problem-based
1048713 is applicable
1048713 feedback is given to the learners
1048713 uses experience of learner
How does this apply to lectures
Learner-centred assess learner needs be relevant
Active learning interactivity
Problem-based use real cases
Applicable can be used in clinical context of learner
Feedback tells learner what they have learned and
what is left to learn
Experience of learner start where they are build a
framework
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
1 Lectures
Applies to
1048713 Formal lectures
1048713 Grand rounds
1048713 Case presentations
1048713 Clinical vignettes
1048713 Research presentations
1048713 bdquo10 minute papers‟
1048713 hellip
Think about a recent lecture you
attended
What made it effective (or ineffective)
Or
What made you learn
(or prevented you from learning)
Write it down
Principles of adult learning ndash
theory to practice
Learning is improved if it hellip
1048713 is learner ndash centred
1048713 uses active learning
1048713 is problem-based
1048713 is applicable
1048713 feedback is given to the learners
1048713 uses experience of learner
How does this apply to lectures
Learner-centred assess learner needs be relevant
Active learning interactivity
Problem-based use real cases
Applicable can be used in clinical context of learner
Feedback tells learner what they have learned and
what is left to learn
Experience of learner start where they are build a
framework
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Think about a recent lecture you
attended
What made it effective (or ineffective)
Or
What made you learn
(or prevented you from learning)
Write it down
Principles of adult learning ndash
theory to practice
Learning is improved if it hellip
1048713 is learner ndash centred
1048713 uses active learning
1048713 is problem-based
1048713 is applicable
1048713 feedback is given to the learners
1048713 uses experience of learner
How does this apply to lectures
Learner-centred assess learner needs be relevant
Active learning interactivity
Problem-based use real cases
Applicable can be used in clinical context of learner
Feedback tells learner what they have learned and
what is left to learn
Experience of learner start where they are build a
framework
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Principles of adult learning ndash
theory to practice
Learning is improved if it hellip
1048713 is learner ndash centred
1048713 uses active learning
1048713 is problem-based
1048713 is applicable
1048713 feedback is given to the learners
1048713 uses experience of learner
How does this apply to lectures
Learner-centred assess learner needs be relevant
Active learning interactivity
Problem-based use real cases
Applicable can be used in clinical context of learner
Feedback tells learner what they have learned and
what is left to learn
Experience of learner start where they are build a
framework
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
How does this apply to lectures
Learner-centred assess learner needs be relevant
Active learning interactivity
Problem-based use real cases
Applicable can be used in clinical context of learner
Feedback tells learner what they have learned and
what is left to learn
Experience of learner start where they are build a
framework
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Structure of a lecture
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Framework for lecturing
Before
Beginning
Middle
End
After
Planning
Introduction
Body
Conclusion
Reflection
Feedback
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Planning a lecture
1048713 Who is the audience What are their needs
1048713 What are the goals amp objectives
1048713 When amp where will it occur
1048713 Why is it being presented1048713 To inform
1048713 To educate
1048713 To amuse
1048713 To inspire
1048713 To convince
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Parts of a lecture
Tell them what you are going
to tell them (Introduction)
Tell them (Main body of talk)
Tell them what you have said
(Conclusion)
Beginning
Middle
End
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Introduction
1048713 Specifies purpose and goals
1048713 Provides an overview
1048713 Sets ground rules
1048713 Arouses attention
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Main Body
1048713 Provides appropriate amount of information
1048713 Organized logical
1048713 Relates body to introductory goals
1048713 Clarifies amp repeats key points
1048713 Use examples analogies
1048713 Provides clear transitions between
segments
1048713 Periodically summarizes
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Conclusion
1048713 Relates conclusion to goals
1048713 Checks learner understanding
1048713 Clarifies misunderstandings
1048713 Outlines future learning amp
goals
1048713 Ends on a positive note
1048713 Leaves time for questions
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Presentation tips
1048713 Put the most important message in the 1st 10 min
1048713 Build in problem solving
1048713 Don‟t teach too much
3-5 points in a 50 ndash 60 min time slot
(= 30 ndash 45 minutes of lecture)
1 slide per minute
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Presentation skills
1048713 Use a conversational tone
1048713 Speak at a proper volume amp pace
1048713 Be clear amp concise
1048713 Use eye contact
1048713 Scan the audience
1048713 Use non-verbal gestures appropriately
1048713 Avoid distracting mannerisms
1048713 Move purposefully1048713 Use pointer with care
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
In summary hellip
1048713 The principles of adult learning apply to lectures
1048713 Presentations have a beginning middle amp end
1048713 Practice presentation skills
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Any Questions
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Your turn hellip
That lecture you thought about hellip
What made it effective
(or ineffective)
or
What made you learn
(or prevented you from learning)
Based on what you have just learned what one change
would you suggest to improve learning
Discuss it with the person next to you for 1 minute
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
2 How to make presentations
more interactive
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Quiz hellip
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Quiz Q1
Have you ever given an interactive lecture
a Yes
b No
c Not sure
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Quiz Q2
bdquoTraditional‟ (didactic) lectures are best forhellip
a Promoting problem-solving
b Giving information
c Changing attitudes
d Learning technical skills
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Quiz Q3
Increasing interaction during lectures hellip
a Gives feedback to the teacher
b Promotes active involvement of the learner
and the material content
c Gives feedback to the learner
d All of the above
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
ldquoInteractionrdquo hellip
What words or phrases would you use to
describe characterize or define it
Write it down
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
ldquoInteractionrdquo
teacher learners
Content
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Interactive lectures
indications amp advantages
1048713 active involvement material content peers
1048713 increased stimulation attention motivation
1048713 a bdquodifferent‟ learning higher level thinking
1048713 feedback to teacher amp learner
1048713 pedagogical reasons icebreaker energy shift
1048713 uses participants‟ experience
1048713 increased satisfaction teacher amp learners
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Interactive lectures Strategies
1048713 Question the audience amp use audience
responses
1048713 Break up the group
1048713 Present cases
1048713 Use written materials
1048713 Organize debates panels
1048713 Conduct role plays or simulations
1048713 Organize games
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Question the audience
1048713 straightforward questions
1048713 rhetorical questions
1048713 brainstorming
1048713 surveying the audience
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Using written materials
1048713 notes amp handouts
1048713 diagrams amp figures
1048713 study guides
1048713 selected readings
Timing
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Other techniques
1048713 debates amp reaction panels
1048713 role plays amp simulated patients
1048713 games and simulations
1048713 using effective presentation skills
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
In summary
1048713 interaction - an exchange
1048713 presenter learners content
1048713 interaction improves learning
1048713 many strategies easy to
incorporate
1048713 role of lecturer different
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Your turn hellip
For a presentation you are going to give soon (or a recent lecture)
1048713 think of at least one interactive technique appropriate to the goals and context
1048713 why would these techniques be useful
Discuss with the person next to you for 1 minute
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Quiz
Interactive lecturing can promote all of the following except
a In-depth learning
b Increased retention of facts
c Chaos
d Motivation to learn
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Quiz
How many interactive techniques were
used during this lecture
a 1 - 2
b 3 - 4
c 5 - 6
d gt 7
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Name them
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Any questions
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
3 Audiovisual Aids
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Audiovisual Aids
1048713 What are they
1048713 Why use them
1048713 How to create them
1048713 Common errors to avoid
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
What Is An Audiovisual Aid
Anything that students can see or
hear in a classroom
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
What Is An Audiovisual Aid
Anything that students can see or
hear and that helps
them learn
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Examples of Audiovisual Aids
1048713 Slides PowerPoint
1048713 Films or videos
1048713 Blackwhiteboard
1048713 Flipchart
1048713 Teacher
1048713 Other students
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Why use AV Aids
1048713 to arouse amp maintain attention
1048713 humour
1048713 as an outline for content (organizer)
1048713 emphasize important points
1048713 to clarify simplify or demonstrate1048713 ldquoA picture is worth 1000 wordsrdquo
1048713 to summarize
1048713 to improve learning
1048713 to focus speaker
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
AV Aids are not
1048713 lecture notes for the lecturer
1048713 a substitute for the lecturer
1048713 a computer graphics exhibit
1048713 a test of visual acuity for the audience
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
How to Create a Slide -
General principles
1048713 KISS (lsquokeep it simple amp see-ablersquo)
1048713 aim for
1048713 relevance
1048713 simplicity
1048713 legibility
1048713 one slide = one idea gt one minute
1048713 avoid over reliance on AV aids
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Legibility Principles
44 Font 44 Font bold36 Font (Optimal for headers)32 Font (Optimal for text)28 Font (for subtext)
20 Font 20 Font Bold 20 Font Italic
Arial Narrow Tahoma Times New Roman Arial Century
Impact Courier Lucida Verdana Georgia
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Dark letters on a light
background are better
than
light letters on a dark background
(especially if the room is light)
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Preparation rules
1048713 6 x 6 (or 7 x 7) rule
1048713 lower case NOT UPPER CASE
1048713 bullets
1048713 colours
1048713 transitions limit flying objects
1048713 prepare the room
1048713 hellip
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Case presentations
Give units amp normal ranges
eg Urea 86 mmolL (25-78)
Avoid abbreviations
Anonymise imagesradiology
Beware moving images eg echocardiography
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Common Slide Errors
1048713 Too much information
1048713 Sentences rather than key words
or concepts
1048713 Text and tables instead of
graphics
1048713 Visual effects compete with
content
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Any questions
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Instructions1048713 In small groups discuss your topic (30 minutes)
1 Group A - Teaching a procedural skill
2 Groups B amp C- Teaching at the bedside
3 Group E - Providing effective feedback
1048713 Advice a framework challengespitfalls strategies tips
1048713 Use your own experience as a teacher and learner
1048713 Articles have been provided as resource material
1048713 Report back the main points (5 minutes)
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Group A
Teaching a procedural skill1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students how to do a venepuncture or to teach junior residents how to insert a central venous line
1048713 Is there a framework for teaching procedural skills that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Group B amp C
Teaching at the bedside
1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could provide on how to teach medical students or junior house officers at the patient bedside
1048713 Is there a framework for bedside teaching that they could use
1048713 What are the pitfalls and challenges and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest
Group E
Providing effective feedback1048713 You have been asked for advice by a junior colleague who is just starting to supervise medical students and young doctors in clinical settings
1048713 Your colleague wants to know what advice you could
provide on how to provide effective feedback to junior
clinical learners
1048713 Is there a framework for providing feedback that they could use
1048713 What are the challenges to providing effective feedback and what strategies would you suggest to address these
1048713 What tips would you suggest