Teaching Methods, Strategies &

Techniques

Advance Clinical Teaching

Presented by: Louie Rosales
Cooperative Learning Simulation & Games

Activity-Based Teaching
Strategy
Problem-Based Learning
Self-Learning Modules

Case Study
Observational Techniques
 Collection of accurate data or
information
 Watching and recording
 Requires structured data collection
Observation types
 Non-structured
– Simply watches and takes note of
behaviors, characterisitics and any
personal interaction that seem
significant
– tends to be anecdotal and subjective
 Structured
– measurement
Models of Supervision
 Developmental supervision
 Scientific supervision
 Accountable supervision
 Artistic supervision
 Self-assessment supervision
Developmental Supervision
 Approach: developmental stage
 Role: foster thinking skills
Scientific Supervision
 Prescriptive supervision: establishes
a “right away” to do things and there
are no hidden agendas
9 specific activities
1. Diagnosis
• Identify general objectives
2. Specific objectives
3. Anticipatory set
1.Review previous learning, focusing
attention
4. Perceived purpose
1.Explain importance of objectives
5. Learning opportunities
• Tools that will help achievement of
objectives
6. Modeling
• Verbal and visual cues
7. Check for understanding
• Assess students
8. Guided practice
• Guide practice and check for
succesful
9. Independent practice
Accountable Supervision
 Focus in not on instructor’s
instructional activities
Steps
1. Determine which learning objectives will be
given emphasis
2. Agree on how learning will be assessed
3. Purpose of observing and determining
whether or not the student have achieved
the intended objectives
4. Overall assessment of the student is made
exclusively in light of whether or not
student have achieved stated objectives
Artistic Supervision
 Contrast to the “everything is
measurable” approach of accountable
supervision
 Holistic approach relying on
sensitivity perceptivity
 Approach changes according to
variety of conditions that do not
always fit
Self-Assessment Supervision
 Analysis of own strengths and
weaknesses
Supervision power and practice
4 types of supervisory
relationship
 Tutorial supervision
– Students explore cases or specific
aspects of their own work
 Training supervision
– Describe the relationship of students
who are pursuing prescribed
programmed experience from those
who oversee their development as
skilled practitioners
4 types of supervisory
relationship
 Managerial supervision
– Manager is responsible for maintenance
of standards
 Consultancy supervision
– Development of practice through
reflection upon the work of the
supervisee, who remains accountable
Simulations
 Controlled representations of reality
 Exercises prior to exposure to real-
world practices
Purpose and Use
 Learn decision-making skills and problem-
solving skills
 Application of principles and theories
 Achievement of other learning objectives
 Attitude change
 Teaching of psychomotor skills
 Evaluate
Role of the Educator
 Planning
 Facilitating
 Debriefing
Planning
 Developing an appropriate
simulation that will meet learning
objective
 Pilot test to prevent any
unanticipated snags
 Assign readings
Facilitating
 Take a back seat, talk relatively little
 May coach > encourage critical
thinking
 Information source
 Take down notes for debriefing
Debriefing
 Most important part of the role
 Immediately after
 First, summarize what took place
 Let learners explain what they did
and why
 Point principles and concepts
Case Studies
 An analysis of an incident or
situation which in characters and
relationships are described, factual
or hypothetical events transpire, and
problems need to be resolved or
solved
Useful in:
 Applying principles learned
 Encourage independent study
 Encourage critical thinking
 Safely expose learner to real-world
situations
In construction of case study…
1. Develop objectives
• What to learn
2. Select a situation
• Topic which will fit the objectives
• Real-life situation
• Not unique cases
3. Develop the characters
In construction of case study…
3. Develop the character
• Importance of human factor
• Patient, family, and healthcare
provider details
4. Develop the discussion questions
• Should engage students in applying
principles
5. Lead the group discussion