Clinical Teaching

3928NRS Assessment Item One Parts A,B and C Clin" rel="nofollow">inical Teachin" rel="nofollow">ing for Health Professionals Introduction Check List? ?Have you chosen a topic? ?Is it specific enough? ?Are you deliverin" rel="nofollow">ing it to other health professionals? –students, peers, new graduates, other staff and NOT patients ?Can you provide an in" rel="nofollow">interactive teachin" rel="nofollow">ing session in" rel="nofollow">in 15 min" rel="nofollow">inutes? ?Are you strugglin" rel="nofollow">ing to fit it all in" rel="nofollow">in on your teachin" rel="nofollow">ing plan and in" rel="nofollow">in the powerpoin" rel="nofollow">int–make it more specific or leave some content out Unpackin" rel="nofollow">ing the Assessment Task •8/30/2016 •2 Assessment Item 1 The aimis to demonstrate an understandin" rel="nofollow">ing of learnin" rel="nofollow">ing styles and educational theory strategies through the development of a teachin" rel="nofollow">ing plan for a clin" rel="nofollow">inical education session. Broken down in" rel="nofollow">into Three(3) partsPart A: (15%) –300-500 words Complete the table providedoutlin" rel="nofollow">inin" rel="nofollow">ing your teachin" rel="nofollow">ing planPart B: (35%) –1200 -1500 words Write acritiqueof your planned teachin" rel="nofollow">ing session Part C: 10% -300-500 words Create a PowerPoin" rel="nofollow">intpresentation to deliver your teachin" rel="nofollow">ing session Assessment Item 1 You need to access and understand all of the followin" rel="nofollow">ing: Task and Markin" rel="nofollow">ing Criteria Template for Lesson Plan Template for PowerPoin" rel="nofollow">int presentation Griffith Health Writin" rel="nofollow">ing and Referencin" rel="nofollow">ing Guide, in" rel="nofollow">includin" rel="nofollow">ingAPA6th Referencin" rel="nofollow">ing Guidelin" rel="nofollow">ines Submission poin" rel="nofollow">ints on L@G for Drafts Part A and B together as ONE word document or pdf Part C as a pdf completed in" rel="nofollow">in the template Review of the Markin" rel="nofollow">ing Criteria Do you understand what is required for each part of the task? Follow the criteria carefully to ensure that you have addressed each element The focus is noton the topic that you are teachin" rel="nofollow">ing, but the development of a teachin" rel="nofollow">ing plan and the application of Learnin" rel="nofollow">ing Theory to the teachin" rel="nofollow">ing strategies that you use Choose any topic related to your clin" rel="nofollow">inical settin" rel="nofollow">ing that you could deliver to a small group of peers, students or other health professionals but NOT patient education •8/30/2016 •3 Part A –The Teachin" rel="nofollow">ing Plan You need to complete this task in" rel="nofollow">in the provided template Word Limit –the Markin" rel="nofollow">ing Criteria states 300-500 but no penalty if at least 200 and less than 500 Responses should be in" rel="nofollow">in dot-poin" rel="nofollow">int other than the Aim and Learnin" rel="nofollow">ing Objectives which should be written as sentences References are not needed or appropriate in" rel="nofollow">in the table Title of session: Related programme or course (e.g. ward in" rel="nofollow">in-service, or mandatory competency skills program) Teachin" rel="nofollow">ing Context: (lecture, tutorial, workshop, student demographics –number, prior knowledge) Aim (s) of the Session: Learnin" rel="nofollow">ing objectives: At the end of this session the ‘students’ will be able to: 1. 2. 3. 4. Section Teacher Activity Duration Student Activity Duration Introduction Dialogue / Body (Activities / sections) ConclusionClosure –in" rel="nofollow">includes assessment / evaluation Resources Markin" rel="nofollow">ing criteria These are provided to direct you to what MUST be in" rel="nofollow">included and the weightin" rel="nofollow">ing of each element ?Appropriate title, relevant to topic (1) needs to in" rel="nofollow">include (in" rel="nofollow">in the next box) where it fits in" rel="nofollow">into the learner’s programme or course ?Clear outlin" rel="nofollow">ine of context and settin" rel="nofollow">ing (1) Sets the scene –where will the session be held, who are the learners, how many, have you provided any pre-lesson tasks, assessed prior knowledge? ?Clear aim provided (1) -where do you expect students to be by the end of the session? •8/30/2016 •4 Markin" rel="nofollow">ing criteria ?Learnin" rel="nofollow">ing objectives well structured (8) (2 per LO) –ensure use of Blooms verbs –Are they SMART? ?Structure of session (timin" rel="nofollow">ings and activities) (3) Outlin" rel="nofollow">ine what teacher and student will be doin" rel="nofollow">ing at each stage –should be no more than 15 min" rel="nofollow">inutes total. Need to demonstrate that this is an in" rel="nofollow">interactive notone-way session ?Outlin" rel="nofollow">ines resources to be used(1) Simply list everythin" rel="nofollow">ingyou need to run this teachin" rel="nofollow">ing session Include enough detail! The reader/marker needs to be able to determin" rel="nofollow">ine all of the followin" rel="nofollow">ing about this teachin" rel="nofollow">ing session. The word count allows for plenty of detail ?How ?With whom ?What ?When ?Where ?Why If you don’t provide enough in" rel="nofollow">information you will struggle to write your 1200-1500 word critique Learnin" rel="nofollow">ing Objectives ?Look at the weightin" rel="nofollow">ing ?These are worth 2 marks each ?Make sure to use verbs from Blooms Taxonomy and consider whether that you are seekin" rel="nofollow">ing to encourage deeper levels of learnin" rel="nofollow">ing (with at least onehigher order skill) ?Are your LOs SMART? Check them now ?Take some notes and use them in" rel="nofollow">in your written critique later •8/30/2016 •5 Providin" rel="nofollow">ing enough in" rel="nofollow">information Ensure that you have used some (just a few not ALL) of the followin" rel="nofollow">ing teachin" rel="nofollow">ing strategies, so that you can lin" rel="nofollow">ink these later to learnin" rel="nofollow">ing styles, adult learnin" rel="nofollow">ing and learnin" rel="nofollow">ing theory in" rel="nofollow">in your written critique (see the next 2 slides) Make sure to reference these when you use them later VARK model Table 1. Suggested learnin" rel="nofollow">ing approaches for modality learnin" rel="nofollow">ing styles. Alexandra Rolfe, and Brad Cheek InnovAiT 2012;5:176-181 •8/30/2016 •6 Learnin" rel="nofollow">ing activities and preferences for people with different learnin" rel="nofollow">ing styles. Alexandra Rolfe, and Brad Cheek InnovAiT 2012;5:176-181 Part C Creatin" rel="nofollow">ing the PowerPoin" rel="nofollow">int ?You should do this before you start your written critique as it provides another cross check of what and how you will in" rel="nofollow">include different teachin" rel="nofollow">ing strategies ?This should not simply provide a list of skills or steps you want the learners to complete. ?This is an in" rel="nofollow">interactive session which needs to demonstrate how you will engage the learners and have them participate ?If you use an existin" rel="nofollow">ing Lesson form your workplace, you not only need to acknowledge the source but also outlin" rel="nofollow">ine how you have modified it to create your own in" rel="nofollow">individual lesson Markin" rel="nofollow">ing Criteria These are provided to direct you to what MUST be in" rel="nofollow">included and the weightin" rel="nofollow">ing of each element ?Completed cover sheet slides and title page slide (1) –an X beside the tick boxes is fin" rel="nofollow">ine ?Clear in" rel="nofollow">introduction and outlin" rel="nofollow">ine of teachin" rel="nofollow">ing session (1) –what is the aim of the session and what will it in" rel="nofollow">include? ?Learnin" rel="nofollow">ing objectives in" rel="nofollow">included (1) –copy over from Teachin" rel="nofollow">ing Plan ?Background slide(s) to provide clin" rel="nofollow">inical context and rationale (referenced) (2) Why is this session/knowledge/skill important. Provide statements relevant to your topic about latest research, current statistics, refer to policy or procedure •8/30/2016 •7 Markin" rel="nofollow">ing Criteria cont. ?Slides reflect teachin" rel="nofollow">ing and learnin" rel="nofollow">ing activities (3) Should only be a guide only. Take each teacher/learner activity from Teachin" rel="nofollow">ing Plan and provide several poin" rel="nofollow">ints about what is goin" rel="nofollow">ing to be happenin" rel="nofollow">ing and provide the timin" rel="nofollow">ings ?Structured and sequential session (1) –follows same order as teachin" rel="nofollow">ing plan and builds on previous slide ?References slide –up to 5 references APA 6th(1) 3-5 references used to support background and to acknowledge any teachin" rel="nofollow">ing material that has come from someone/where else Part B -Written critique ?Only start your written critique once you have a clear idea of what you will in" rel="nofollow">include in" rel="nofollow">in your teachin" rel="nofollow">ing plan and PowerPoin" rel="nofollow">int ?Must be written as an academic piece of work in" rel="nofollow">in third person, even though you are critiquin" rel="nofollow">ing yourself ?Advised to use headin" rel="nofollow">ings as provided as gives the markers a clear idea of whether you have in" rel="nofollow">included everythin" rel="nofollow">ing ?Attend one of Sam’s writin" rel="nofollow">ing workshop next week, specifically about this written assessment task How do I in" rel="nofollow">include theory? 3 key tasks to demonstrate that you have lin" rel="nofollow">inked theory to practice ?Identifies and critically discusses scholarly literature related to different learnin" rel="nofollow">ing styles (4) ?Identifies and critically discusses scholarly literature (current and semin" rel="nofollow">inal) on Adult Learnin" rel="nofollow">ing Theory and one other relevant learnin" rel="nofollow">ing theory (6) ?Provides clear rationale / justification for chosen teachin" rel="nofollow">ing strategies in" rel="nofollow">in the context of learnin" rel="nofollow">ing styles, relevant theories and prin" rel="nofollow">inciples (4) •8/30/2016 •8 Markin" rel="nofollow">ing Criteria These are provided to direct you to what MUST be in" rel="nofollow">included and the weightin" rel="nofollow">ing of each element ?Introducesthe topic, the learners and rationale for session (2) ?Discusses and critiques practical preparationsto support and engage learners in" rel="nofollow">includin" rel="nofollow">ing the learnin" rel="nofollow">ing environment, resources and teachin" rel="nofollow">ing activities (2) ?Discusses potential challengesof the clin" rel="nofollow">inical environment as a settin" rel="nofollow">ingfor education, in" rel="nofollow">includin" rel="nofollow">ing strategies to address identified challenges (3) Markin" rel="nofollow">ing Criteria cont. ?Uses Bloom’s Taxonomy to develop learnin" rel="nofollow">ing objectives and explain" rel="nofollow">ins use of SMARTacronym to justify (6) Discuss the lower and higher order thin" rel="nofollow">inkin" rel="nofollow">ing for each stage of Blooms ?Outlin" rel="nofollow">ines and justifies an evaluation strategy(s) (2) –you can simply state how you will evaluate the session OR state how you would assess learnin" rel="nofollow">ing (remember time constrain" rel="nofollow">ints here) or that the skill or knowledge will be assessed formally at a later stage and state when and how. ?Provides a (short) conclusionthat summarises the overall essay (1)–no new in" rel="nofollow">information and no references in" rel="nofollow">in conclusion. Lin" rel="nofollow">inkin" rel="nofollow">ing to Adult Learnin" rel="nofollow">ing Theory ?Your written critique needs to show how you have considered the needs of adult learners As a teacher, you need to consider and understand what students already know, why they need to learn this new skill/in" rel="nofollow">information, where they will learn it and practice it how they will apply it and how you and the learner know whether learnin" rel="nofollow">ing has occurred. If you consider these from an Adult Learnin" rel="nofollow">ing (Androgogy) perspective you are more likely to be able to assist your students to achieve the learnin" rel="nofollow">ing objectives. •8/30/2016 •9 Learnin" rel="nofollow">ing Theories Grouped Learnin" rel="nofollow">ing Theories can be grouped in" rel="nofollow">into main" rel="nofollow">in perspectives –You need to discuss how ONE of these has in" rel="nofollow">influenced or underpin" rel="nofollow">inned this teachin" rel="nofollow">ing session ?Behaviourism –observable behaviour ?Cognitive -purely mental / neurological process ?Humanistic -emotions and affect play a role ?Constructivist –learners build their own knowledge ?Social –humans learn best in" rel="nofollow">in group activities Others: •Transformational learnin" rel="nofollow">ing •General theories of memory and in" rel="nofollow">intelligence •Instructional Theories Submission ?Refer to the check list to ensure that you have completed all elements of the 3 Parts ?It is important to submit a draft for each part ?Better to convert to pdf prior to submission so that formattin" rel="nofollow">ing is not lost ?There are two different submission poin" rel="nofollow">ints in" rel="nofollow">includin" rel="nofollow">ing drafts for Part A&B and Part C ?Must add a coversheet and title page to Part A and B ?Once successfully submitted will receive an email