Teaching

Question 1

Surface learning involves critical thinking

Lectures encourage deep learning

Self-directed learning encourages deep learning

The constructivist approach to learning describes the approach to learning where an individual builds on existing knowledge

Problem-based learning encourages deep learning

Answer 1

The answer is false. Surface learning is largely the ability to be able to recall factual information.

The answer is false. The aim of a lecture is usually to introduce a subject.

The answer is true. This type of learning allows reflection and time to critically analyse material.

The answer is true. This approach is a characteristic of adult learning.

The answer is true. This type of learning allows reflection and time to discuss ideas and cover wider issues.

Question 2

The apprenticeship model of learning is a good model for clinical teaching

Self-directed learning moves the emphasis from the learner and the learning to the teaching and the teacher

Answer 2

The answer is false. This approach runs the risk of opportunistic learning and the potential for the demands of completing tasks interfering with education.

The answer is false. It is the other way around, i.e. away from an emphasis on how something is being taught and by whom, to the person who is doing the learning and ensuring that what is required to be learned has been.

Question 3

Teaching tools

Answer 3

action plans
brainstorming
snowballing
case studies

Question 4

Action plans

Answer 4

• way of converting learning acquired
• from training course or group session
• into CLEAR INTENTIONS about how knowledge or skills will be used & applied after course.

NLS

Question 5

Brainstorming

Answer 5

• simple and effective method of generating ideas and suggestions.
• object is to generate a large number of ideas without worrying too much about their quality, as raw results are then sorted and prioritised.
• larger number of varied ideas
• an issue or question needs to be defined. Trainees, working as a whole or in small groups, are asked to put forward ideas, responses or possible solutions to issues or questions, and these are recorded quickly on a flip chart.

CPSP

Question 6

Snowballing

Answer 6

• useful tool to utilise when unsure of current level of knowledge of learners.
• A question may be given for a student to first consider alone and then discuss in a pair/small group.
• disucssions can then be fed back to group and built upon by teacher to increase complexity.
• relatively unstructured at beginning but can allow teacher to PITCH CONTENT AT RIGHT LEVEL FOR LEARNERS.

RCOG

Question 7

Which of the following educational strategies does not promote deep learning and critical thinking?

Lectures

Problem-based learning

Self-directed learning

Simulated environments

Task-based learning

Answer 7

Lectures

Question 8

Which role of the clinical teacher requires both teaching expertise and medical expertise?

Assessor

Information provider

Planner

Resource developer

Role model

Answer 8

Assessor

Question 9

A small group of six obstetrics and gynaecology trainees in their first year of training need to be taught neonatal resuscitation.
Keeping in mind the pros and cons of the various methods of teaching, which is the most appropriate method of teaching that can be adopted for this scenario?

Audio/visual-aided lecture

Bedside teaching

Problem-based learning

Self-directed learning

Simulated teaching

Answer 9

Simulated teaching

The answer is simulated training. As the teaching is for a small group, interactive teaching is preferred in order to direct teaching to the individual needs of the members of the group. Hence, a lecture is not preferred. Simulated teaching will give the individual members hands-on experience in the management of a baby needing resuscitation. This would be more appropriate than theory-based training where there is no hands-on experience. As neonatal resuscitation is a skill that is needed in emergency situations it is not ideal to be included in bedside teaching.

Question 10

Identify the correct teaching method that each statement below describes. Each answer can be used once, multiple times or not at all.

A - This method puts the emphasis on who is doing the learning and that the learning outcomes have been achieved.

B - Students work together to identify and solve a clinical question

C - Allows students to choose appropriate topics to learn at a convenient time, pace and location for them.

D - A method of converting learning acquired into clear intentions about how the knowledge and skills will be used.

E - Method used to generate a large number of ideas and suggestions

Answer 10

A - Self-directed learning

B - Problem-based learning

C - eLearning

D - Action planning

E - Brainstorming

Question 11

Case studies

Answer 11

• provide examples of subject.
• usually selected by trainer & presented to group for discussion and comment.
• An alternative is to ask trainees to prepare case studies from their own real life experiences, which can be discussed in group session

Bed side teaching.

Question 12

you are required to teach a group of Junior trainees on the subject of changes in the postmenopausal women. In the first instance, you ask the trainess to recall their knowlede of basic endocrinoloy concernin HPO axis.

For each of the teaching scenarios described in the items below select the sinle most correct term from the list of option. Each option may be used once, more than once or not at all.

• Brainstorming
• Delphi technique
• Doughnut rounds
• Gold fish bowl
• Lecture
• Problem based learnin
• Schema activation
• Schema refinement
• Simplified procedural hierarchy
• Snowballin
• Complex procedural Hierarchy

Answer 12

• Schema activation

Question 13

You are required to lead the development of a consensus on the educational expectations of medical students in the gynecoloical operation theatre. Your group consist of 40 medical students who have had limited experience in the speciality and who are about to start their clerkship. Individuals are asked to think about the issue themselves, then you pair them and then the pairs join up into 2 roups of 20 each. The large 2 groups continue working on the and then join up to reach a consensus

For each of the teaching scenarios described in the items below select the sinle most correct term from the list of option. Each option may be used once, more than once or not at all.

• Brainstorming
• Delphi technique
• Doughnut rounds
• Gold fish bowl
• Lecture
• Problem based learnin
• Schema activation
• Schema refinement
• Simplified procedural hierarchy
• Snowballing
• Complex procedural Hieracrchy

Answer 13

• Snowballing

Question 14

You are required to lead a group of senior trainees on the concept in the clinical MX of hirsutism. You begin by activating their recall of the relevant physiology & biochemistry and ive them tutorial to clarify their understanding of the basic concepts.Then, you ive the roup a series of clinical problems in which hirsutism was the presentin complaint, The trainees recall what have experienced in the tutorial and solve clinical problems.

For each of the teaching scenarios described in the items below select the sinle most correct term from the list of option. Each option may be used once, more than once or not at all.

• Brainstorming
• Delphi technique
• Doughnut rounds
• Gold fish bowl
• Lecture
• Problem based learnin
• Schema activation
• Schema refinement
• Simplified procedural hierarchy
• Snowballing
• Complex procedural Hieracrchy

Answer 14

• Schema activation
• A schema is a representation of a plan in the form
  of a model.
• From a philosophical perspective a schema is a conception of what is common to all members of a class.
• For instance, it is quite reasonable for a clinical teacher to expect specialist trainees in year 1 to understand the anatomy of the vagina and cervix.
• These learners would have been taught the basic anatomy in medical school. The teacher would activate recall of basic facts and concepts prior to enhancing learning.
• An example would be the task of providing a tutorial to
  specialist trainees in years 1 and 2 on the management of genitourinary prolapse. The clinical teacher would initially apply schema activation to revise the learners’ knowledge of pelvic floor anatomy which had been taught years before but the knowledge of which is essential to all the learners in the group

Question 15

Consultant asked a trainee to assist in the operation of TAH. After several such operations, during which the educational experience of the trainee consist of observing surgical techniques, the consultant then asked the trainee to describe the operation in order to ascertain that he have grasped the steps, techniques and use of instruments that are vital to a safely conducted operation. The consultant then assisted the trainee in the procedure. After several operations with ongoing assessment, evaluation and feedback, the consultant asked the trainee to carry out the operation while assisted by another trainee,. The consultant would be immediately available.

For each of the teaching scenarios described in the items below select the sinle most correct term from the list of option. Each option may be used once, more than once or not at all.

• Brainstorming
• Delphi technique
• Doughnut rounds
• Gold fish bowl
• Lecture
• Problem based learnin
• Schema activation
• Schema refinement
• Simplified procedural hierarchy
• Snowballing
• Complex procedural Hieracrchy

Answer 15

• Complex procedural Hieracrchy

Question 16

The lecturer ave the student a tutorial on the anatomy, physioloy and endocrinoloy appropriate to amenorrhea followed by a series of clinical cases which includin postchemotherapy amenorrhea, Turner syndrome, hyperprolactinaemia and complete androen insensitivity syndrome. The learners recall what they have experienced in the tutorial and attempt to solve clinical problems.

For each of the teaching scenarios described in the items below select the sinle most correct term from the list of option. Each option may be used once, more than once or not at all.

• Brainstorming
• Delphi technique
• Doughnut rounds
• Gold fish bowl
• Lecture
• Problem based learnin
• Schema activation
• Schema refinement
• Simplified procedural hierarchy
• Snowballing
• Complex procedural Hieracrchy

Answer 16

• Schema refinement
• a useful method for teaching more advanced learners.
• In this technique learners are encouraged to apply basic concepts, clarify their understanding and solve clinical problems.
• One example would be the use of a tutorial on anatomy, physiology and endocrinology appropriate to amenorrhoea followed by a series of clinical cases which could include postchemotherapy amenorrhoea, Turner syndrome, hyperprolactinaemia and complete androgen
  insensitivity syndrome. The learners recall what
  they have experienced in the tutorial and attempt to
  solve clinical problems.

Question 17

You are paired with a consultant and are required to demonstrate good practice in “Breaking Bad News” to a group of 14 trainees. Both of you facilitate learning by role play in front of the whole group to demonstrate behaviour you want the members of three group to assimilate.

For each of the teaching scenarios described in the items below select the sinle most correct term from the list of option. Each option may be used once, more than once or not at all.

• Brainstorming
• Delphi technique
• Doughnut rounds
• Gold fish bowl
• Lecture
• Problem based learnin
• Schema activation
• Schema refinement
• Simplified procedural hierarchy
• Snowballing
• Complex procedural Hieracrchy

Answer 17

• Gold fish bowl

Teaching a fishbowl tutorial: sink or swim?

• small group teaching technique in which a number of students engage in a discussion while observers form a circle around them.
• We use this method to teach medical interviewing skills, with students interviewing a simulated patient (SP) whilst being observed by their peers and a clinical tutor. However, there is little evidence to guide teachers on how best to structure a fishbowl tutorial.

Question 18

You are asked to teach a group of 3 trainees on the structure of the cell membrane and memebrane receptors. Each of the trainees is given a chapter to read on the relevant subjects. You also require each trainee to develop 10 questions on the subject material. A week later they cover the facts by sitting together and testing each other by using their questions.

For each of the teaching scenarios described in the items below select the sinle most correct term from the list of option. Each option may be used once, more than once or not at all.

• Brainstorming
• Delphi technique
• Doughnut rounds
• Gold fish bowl
• Lecture
• Problem based learning
• Schema activation
• Schema refinement
• Simplified procedural hierarchy
• Snowballing
• Complex procedural Hieracrchy

Answer 18

• Doughnut rounds
• a self-directed learning approach to teaching
• which involve four to seven medical students and or residents during their rotation. They choose the reading material as a group and are expected to formulate 12 questions based on the week’s readings.
• They pose these questions to their colleagues in a ‘game show’ format.
• the attending surgeon has only to bring the doughnuts and to act as a moderator during the session.

Question 19

You are asked to initiate ideas for reasearch among a group of juniors trainees. You get the trainees tutor and everyone contributes ideas, experiences and difficult perspectives. These are recorded onto a flip chart.

For each of the teaching scenarios described in the items below select the sinle most correct term from the list of option. Each option may be used once, more than once or not at all.

• Brainstorming
• Delphi technique
• Doughnut rounds
• Gold fish bowl
• Lecture
• Problem based learnin
• Schema activation
• Schema refinement
• Simplified procedural hierarchy
• Snowballing
• Complex procedural Hieracrchy

Answer 19

• Brainstorming