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