Effective CommunicationIt is vitally important for all students to have good communication skills. These skills aren't just to be used to teach other students, they are also useful in everyday practice.
It is imperative that you communicate effectively with your patients as this will speed up your testing times, allow you to extract thorough history and symptoms quickly and explain your results and management to your patient in an understandable way. Watch the video to the right of this text. Make sure to take notes so you can answer the questions on your short answer questions sheet. For more information on how to apply these communication skills to everyday practice click the button below. This website demonstrates good and bad optometric patient-practitioner communication. Effective TeachingEach clinical technique is brand new to the first year students (your tutees) and so must be introduced to them gradually, building up the difficulty of information as you progress.
The first year students will have had an introductory lecture to each clinical technique before the tutorial on that task. You can find the lecture notes the students have been provided with for each technique on the subject specific pages. You may read these to clarify exactly what they have been taught before each tutorial. It is your job to guide them through the practical elements of the task now that they have had the theory explained to them. Watch the next video, taking notes so you can answer your short answer questions. For more information on clinical teaching please click the link below. This article is from the British Medical Journal and gives advice on good clinical teaching. |
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Bloom's Taxonomy
This method of clinical teaching is derived from two educational theories called 'Bloom's Taxonomy' and the 'Kolb Cycle'.
Bloom et al. (1956) suggested that learning can be separated into three types (or 'domains') where knowledge, attitudes and skills are developed respectively.
In your upcoming tutorials the aim is to develop your tutees knowledge of the clinical techniques. The knowledge is developed in six stages. The first stage (knowledge) is supplied by the tutees module leader. Then through your primary, secondary and tertiary stages of teaching you work through the levels two to four - understanding, applying and analysing the information.
For more information on Bloom's Taxonomy click the button below.
Bloom et al. (1956) suggested that learning can be separated into three types (or 'domains') where knowledge, attitudes and skills are developed respectively.
In your upcoming tutorials the aim is to develop your tutees knowledge of the clinical techniques. The knowledge is developed in six stages. The first stage (knowledge) is supplied by the tutees module leader. Then through your primary, secondary and tertiary stages of teaching you work through the levels two to four - understanding, applying and analysing the information.
For more information on Bloom's Taxonomy click the button below.
The Kolb Cycle
The Kolb Cycle focuses on a combination of experiential learning and reflective practice to help students learn from their own experiences (Cook, 2005). There are four stages in the Kolb Cycle.
In clinical teaching we begin with the 'active experimentation stage' where a tutee begins to try a technique for themselves. Then 'concrete experience' where the experience itself is had. After this there is 'reflective observation' where the tutee reviews the experience. Finally 'abstract conceptualisation' where the tutee learns from the experience. This cycle is repeated at each of the levels of Bloom's taxonomy as the tutee develops their knowledge to higher stages.
This is why we are so keen for students to try out clinical techniques as soon as possible. The larger the number of experiences had, the larger number of experiences to reflect upon and therefore there is more opportunity to learn.
If you would like more information on the Kolb Cycle, click the button below.
In clinical teaching we begin with the 'active experimentation stage' where a tutee begins to try a technique for themselves. Then 'concrete experience' where the experience itself is had. After this there is 'reflective observation' where the tutee reviews the experience. Finally 'abstract conceptualisation' where the tutee learns from the experience. This cycle is repeated at each of the levels of Bloom's taxonomy as the tutee develops their knowledge to higher stages.
This is why we are so keen for students to try out clinical techniques as soon as possible. The larger the number of experiences had, the larger number of experiences to reflect upon and therefore there is more opportunity to learn.
If you would like more information on the Kolb Cycle, click the button below.
References:
Bloom B, Engelhart M D, Furst E J, Hill W H, Krathwohl D R (1956).Taxonomy of Educational Objectives. New York: David McKay Company Ltd. pp 1-30, 201-207.
Cook D A. (2005). Learning and Cognitive Styles in Web-Based Learning: Theory, Evidence, and Application. Academic Medicine. 80 (3), pp 266-278.
Bloom B, Engelhart M D, Furst E J, Hill W H, Krathwohl D R (1956).Taxonomy of Educational Objectives. New York: David McKay Company Ltd. pp 1-30, 201-207.
Cook D A. (2005). Learning and Cognitive Styles in Web-Based Learning: Theory, Evidence, and Application. Academic Medicine. 80 (3), pp 266-278.