DR.T.V.RAO MD 1

Dr.T.V.Rao MD

SUCCESSFUL TEACHING OF MEDICINE

DR.T.V.RAO MD 2

WHAT TEACHING MEANS IN MEDICINE

• Teaching was a skill that you were expected to possess or acquire. Effective teaching techniques are now a requirement for doctors, and can be learnt and perfected like any other medical skill. Every doctor is expected to deliver teaching, whether to medical students, allied health professionals, or postgraduate doctors. Furthermore, there is an expectation to show formal training in teaching method

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THE SEVEN HABITS OF HIGHLY EFFECTIVE TEACHER

There is a saying "Poor teacher tells Good teacher teaches Best teacher inspires the students" and as

Aristotle says "We are what we repeatedly do. Excellence, then, is not an act, but a habit".

Our character, basically, is composite of our habits Sow a thought, Reap an action, Sow an action, Reap a habit, Sow a habit, And reap a character".

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Habits are powerful factors in our lives. Because they are consistent, often unconscious patterns, they constantly, daily express our character and produce our effectiveness or ineffectiveness.

To become a highly effective and best teacher one should posses' sound character and good habits. The Seven Habits of Highly Effective Teacher is Habits of Effectiveness. They are based on principles, they become the basis of a person's character, creating an empowering center of correct maps from which a teacher can effectively inspire the students and continually learn and integrate other principles in an upward spiral of growth.

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The seven habits are 1. Be proactive

Principles of Personal Vision over Teaching a:nd Learning.

2 . Begin with the End in mind Principles of Personal Leadership

3. Put first things first Principles of Personal Management.

4. Think win-win Principles of Interpersonal Leadership

5. Seek first to understand. . . Then to be understood Principles of Empathic Communication with students

6. Synergize Principles of creative cooperation

7. Sharpen the saw Principles of Balanced Self-Renewal

We can use these seven principles to help guide our actions as we improve our ability to provide access, equity and success for our students.

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• Principles of Adult Learning.

• • Active Learning.

• • Instructional Strategies.

SELECTED STRATEGIES FORSUCCESSFUL TRAININGS

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OUR MEDICAL STUDENTS ARE ADULTS AND NOT JUST CHILDREN

• Are autonomous and self-directed.

• • Have a foundation little of life experiences and knowledge.

• • Are goal-oriented.

• • Are relevancy-oriented.

• • Are practical.

• • Need to be shown respect.

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• Implications:

• Actively involve participants.

• • Serve as their facilitator, rather than teacher.

• • Find out what the participants want to learn before designing the training.

ADULT LEARNERS ARE AUTONOMOUSAND SELF-DIRECTED

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There is an expectation to show formal training in teaching methods. A passionate teacher will be an asset to any medical department. This, coupled with the personal satisfaction of being an effective teacher, is the motivation to become a better medical educator.

IF YOU ARE A BETTER TEACHER – YOU ARE ASSET AND NOT A LIABILITY

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WISH TO BE A GOOD TEACHER PRACTICE A LITTLE OF BELOW

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OUR STUDENTS ARE ADULTS AND NOT JUST CHILDREN IN A SCHOOL

• It is vital to have a basic grasp of how adults learn, the different learning styles, how to adapt your teaching to different situations, and an understanding of assessment. This can all be gained from self directed reading of general teaching texts; however, newer teaching manuals aimed specifically at teaching in medical education are often more digestible.

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LEARNING FROM FEED BACK• Self improvement in any skill requires knowledge of how you are currently

performing. It is well known that feedback improves performance.[3] Constructive feedback facilitates refinement and evolution of any teaching episode, whether it is a specific lecture or a whole curriculum. Appropriate feedback can be gained through several methods:

• Feedback from students

• Self (reflection)

• Feedback from other teachers or colleagues.

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• Self feedback is the most consistent method and thus, in some ways, the most reliable. Feedback from colleagues is more difficult to obtain, and some people believe that the intrusive nature of direct observation falsifies the teaching environment and is unreliable

SELF ASSESSMENT CONTINUES TO BE IMPORTANT FOR YOUR IMPROVEMENT

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TEACHERS CANNOT SURVIVE LONG WITHOUT TECHNOLOGY

• E-learning and webcasting are examples of educational strategies that have become commonplace in many medical institutions. More recently, interest has moved towards the use of mobile technologies to improve learning. Podcasts and vodcasts, audio and video files respectively, can be downloaded to portable computer devices such as an MP3 player. They are being increasingly used for lectures. Some of their many advantages include portability, facilitation of learning “on the go,” and encouragement of self directed learning. Selective replay to consolidate particular weaknesses can also be useful.

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• Simulation based medical education allows the learner to use a variety of resources that aim to mimic real life situations. Simulation includes simplistic (low fidelity) procedural models that have been used for many years to assist individuals in task specific clinical skills—for example, genitourinary models for catheterisation, hand washing, or other critical procedures

TEACH THE STUDENTS WITH SIMULATIONS

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TEACHING WITH EVIDENCE IMPROVES THE STANDARDS IN MODERN MEDICINE

In clinical medicine, evidence based practice in clinical education is paramount. As medical educators it is essential to ensure that the methods used, in which there is considerable national financial investment, are improving the practice of future doctors and therefore patients’ outcomes. The days of “see one, do one, teach one” are being replaced by teaching methods that are backed by research. High quality evidence is necessary to establish policy and practice of the highest standard and has resulted in the formation of specific organisations such as Best Evidence Medical Education.

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• Learning is not a spectator sport.

• • The more actively engaged the learner is, the more learning takes place.

• • Different instructional methodologies have greater rates of retention.

OUR TRAINING SHOULD CHANGE FROM PASSIVE LEARNING TO ACTIVE LEARNING

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ROLE MODEL TEACHING WILL CERTAINLY CHANGE THE METHODS IN TEACHING

• There are several strategies you might want to consider depending on your audience and the purpose of your training. Some of the strategies are particularly relevant for food-safe schools. For example, role-playing could be incorporated by having participants practice talking to a teacher, administrator, or someone else about a particular problem that’s occurring. Several of these strategies are included in the activities in this training manual.

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• Regardless of whom you are training, you will need to follow the principles of adult learning theory and active learning. Portions of this training have provided examples of some active learning strategies you might want to include in your own trainings.

WHERE EVER YOU WORK PRACTICE ……

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THE IDEAL TEACHER Observation of teachers over a good many years indicated that the personality of the teacher is key factor in success or otherwise. Traits and skills which students appear to value are indicated below. How do you measure against the ideal teacher?

The Ideal Teacher:

• is expert in own subjects • is expert in the teaching role, well organized, well prepared• is confident, open to suggestions, other viewpoints, • is flexible and approachable • is interested in individual students, and spends time with

them • is consistent in the treatment of everyone

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Try to …… • Use humor it builds bridges • listen it earns respect • be positive and build

relationships. • know your students as

individuals. • be consistent

If you have a problem, do not brood. Talk over the issues with a colleague

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THE GOOD AND COMPETENT TEACHERS ARE ALWAYS REMEMBERED

The Programme Created by Dr.T.V.Rao MD for Medical Faculty

email

doctortvrao@gmail.com