Transcript Objectives
Teaching Styles As Needs Assessment ©2004 Community Faculty Development Center GNOME GNOME Goals Needs Objectives Methods Evaluation ©2004 Community Faculty Development Center Determining Learner’s Needs • Educated guess • Questioning (History) • Observe (Exam) • Questioning and observation parallel History & Physical ©2004 Community Faculty Development Center Needs Assessment Learner’s Potential Needs • Knowledge • Skills • Attitudes ©2004 Community Faculty Development Center Needs Assessment In order to accomplish the learning goals what does the learner need to: • a. know? • b. do? • c. feel? ©2004 Community Faculty Development Center Collaborative Needs Assessment • Prioritize if multiple needs • Share and verify your findings with the learner • Develop a common perception of need (may include accepting learner’s perception) • Focus here will be on the use of questions to establish learner needs ©2004 Community Faculty Development Center Characteristics of Teaching Styles Reliance on Teacher Reliance on Learner ©2004 Community Faculty Development Center Assessing Needs Using Questions Associated with Different Teaching Styles Teaching Style: Assertive Type of Question: Focused Examples: What questions would you ask to characterize a headache? Suggestive Collaborative Leading Under what circumstances would you order an MRI? Facilitative Open Reflective What do you think is going on? How comfortable are you assessing a patient’s level of stress? ©2004 Community Faculty Development Center Assessing Knowledge, Skills and Attitudes Using Questions Associated with Different Teaching Styles Type of Question Assertive Focused Suggestive Leading Collaborative Facilitative Open Reflective ©2004 Community Faculty Development Center Assessing Knowledge, Skills and Attitudes Using Questions Associated with Different Teaching Styles Type of Question Assertive Focused Suggestive Leading Collaborative Facilitative Open Reflective Knowledge ©2004 Community Faculty Development Center Assessing Knowledge, Skills and Attitudes Using Questions Associated with Different Teaching Styles Type of Question Assertive Focused Suggestive Leading Collaborative Facilitative Open Reflective Knowledge Skills ©2004 Community Faculty Development Center Assessing Knowledge, Skills and Attitudes Using Questions Associated with Different Teaching Styles Type of Question Assertive Focused Suggestive Leading Collaborative Facilitative Open Reflective Knowledge Skills Attitude’ ©2004 Community Faculty Development Center Comparing Teaching Styles Assertive Style Lectures, gives or asks for information Examples What is first line medicine for HTN? Who’s working Teacher gives/asks for info Deals with Facts Questions to ask What is first line medicine for HTN? ©2004 Community Faculty Development Center Comparing Teaching Styles Facilitative Style Asks open, reflective, emotive questions Examples How do you feel caring for someone who doesn’t take their medications? Who’s working Teacher facilitates, learner reflects Deals with Questions to ask Emotions/attitudes How do you feel about? Is it difficult for you to ask? ©2004 Community Faculty Development Center Comparing Teaching Styles Suggestive Style Leading questions Examples What are classes of drugs used to treat HTN? Coexisting medical conditions for an ACE Inhibitor over other meds? Who’s working Leading student down a path Deals with Opinion/uncertainty/clinical reasoning Questions to ask What classes of drugs for HTN would you use in diabetics? ©2004 Community Faculty Development Center Comparing Teaching Styles Collaborative Style Open/Exploratory ?’s Examples What do you think is going on? How would you choose medicine for HTN? Who’s working Learner organizes Questions to ask How would you put this case together? ©2004 Community Faculty Development Center Assumptions about Teaching Styles • No style is unqualifiedly better or worse than another • In any interaction we use many behaviors associated with more than one style • Each of us has a predominant style or two. The goal is to become more flexible in the use of different teaching styles ©2004 Community Faculty Development Center Rules for Role Play • Page 11 ©2004 Community Faculty Development Center If a physician attempts to define a problem or develop a differential diagnosis 100% of the time in a problem-oriented interview, how often should the teacher attempt to assess needs in an educational interaction? ©2004 Community Faculty Development Center