What kind of learner:
take numerous detail notes
tend to sit in the front
are usually neat and clean
often close their eyes to visualize or remember something
find something to watch if they are bored
like to see what htey are learning
benefit from illustrations and presentations that use color
are attracted to written or spoken language rick in imagery
prefer stimuli to be isolated from auditory and kinesthetic distraction
find passive surroundings ideal
visual learner
What type of learner?
- sit where they can hear but neednt pay attentiont o what is happening in front
- may not coordinate colors or clothes, but can explain why they are wearing what they are wearing
- hum or talk to themselves or others when bored
- acquire knowledge by reading aloud
- remember by verbalizing lessons to themselves (if they dont they have difficulty reading maps or diagrams or handling conceptual assignments like mathmatics)
auditory learner
what type of learner:
- need to be active and take frequent breaks
- speak with their hands and with gestures
- remember what was done, but have difficulty recalling what was said or seen
- find reasons to tinker or move when bored
- rely on what they can directly experience or perform
- activities such as cooking, construction, engineering, and art help them perceive and learn
- enjoy field trips and tasks that involve manipulating materials
- sit near the door or someplace else where they can easily get up and move around
- are uncomfortable in classrooms where they lack opportunities for hands on experience
- communicate by touching and appreciate physically expressed encouragement, such as a pat on the back
kinesthetic learner
Principles of adult learning theory: 1. instruction is \_\_\_\_\_ and \_\_\_\_\_ 2. instruction is conducted in \_\_\_\_ 3. instruction is \_\_\_\_ oriented 4 \_\_\_\_ is provided 5. \_\_\_\_\_ is active
- relevant (must see a reason for learning something) and problem-centered (use clinical cases, think aloud for purposes of reasoning; give learners time to think and responde!)
- a safe learning environment - respectful and encourage processing and verbalization of thought.
- experience oriented
- feedback
- learning is active
6 ways to ensure instruction is conducted in a safe learning environment
- introduce yourself and use learners’ names
- invite learners opinions
- acknowledge your own limitations
- encourage questions and independent thinking
- clarify your expectations
- safe does not equal easy
The learning pyramid: average learning retention rates
- lecture:
- REading:
- audio/visual:
- demonstration:
- discussion group:
- practice by doing:
- teach others:
- 5%
- 10%
- 20%
- 30%
- 50%
- 75%
- 90%
What are the 5 stages of the developmental scheme (developed by Lou Pangaro)
- Observer/pre-reporter (pre-clinical)
- Reporter
- Interpreter
- Manager
- Educator
Which stage of developmental learners scheme?
- consistently good interpersonal skills
- reliably obtains and communicates clinical findings
- written and spoken presentations are clear and organized
reporter (MS3)
Which stage of developmental learners scheme?
- able to prioritize and analyze patient problems
- able to develop a differential diagnosis and next steps in workup
- data is not just data (reporter), but has clinical significance
Interpreter (MS4)
Which stage of developmental learners scheme?
- Consistently proposes and implements reasonable diagnostic and therapeutic plans, incorporating patient preferences
- Able to effectively prioritize within and amongst multiple problems and competing demands
manager (Intern - resident)
Which stage of developmental learners scheme?
- consisten level of knowledge of current medical evidence
- can frame important questions posed by complicated cases and resolve these questions through independent research
- contributes to others’ education on a reliable and frequent basis
educator (Resident - attending)
What are the 4 different types of questioning as a teaching tool
- recall - - recall facts, for students/interns who are just beginning to develop clinical reasoning skills
- Analysis/synthesis - must demonstrate understanding of a topic vs being able to list facts
- Application
- Self assessment
What are key points when using questioning as a teaching tool? (4)
- wait for answers - atleast 5 seconds
- No yes/no questions.
- encourage resident to resident interaction. What do you think about Dan’s idea?
- Don’t overuse any one technique
The one minute preceptor:
The five microskills of teaching:
- Get a commitment
- Probe for supporting evidence
- Teach general rules
- Reinforce what was right
- correct mistakes
