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MFSRH part 2 2024 > teaching/education > Flashcards

teaching/education Flashcards

1
Q

out of the following list of teaching methods which method has the highest information retention rate?

a) lectures
b) reading
c) audio-visual
d) demonstration
e) discussion group
f) practice by doing
g) teaching others/immediate use

A

g ) teaching others/ immediate use

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2
Q

out of the following list of teaching methods which method has the lowest information retention rate?

a) lectures
b) reading
c) audio-visual
d) demonstration
e) discussion group
f) practice by doing
g) teaching others/immediate use

A

a) lectures

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3
Q

what type of teaching method is described below.

Learners are in groups and given a topic to research. They are expected to develop their own learning objectives.

A

problem based learning

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4
Q

what teaching method is being described below.

A five step teaching method that can be adopted to structure teaching in clinical environments. It involves 5 steps and takes minutes:-

  1. commitment from the learner
  2. justification from the learner
  3. application
  4. positive reinforcement
  5. correction of mistakes
A

The 1 minute preceptor.

an example would be asking learners that have seen a patient with a rash in the GUM clinic for their differential diagnosis (this is commitment). Then the justification (step 2) would be them presenting their evidence as to why they think the rash represents secondary syphilis. Application (step 3) would be discussing other signs of secondary syphilils for example or diagnosis at this stage, or other common rashes presenting to GUM. Step 4 is positive reinforcement where you tell the learner what they did well, this helps improve their confidence. Step 5 would involve identifying things they got wrong and this should be specific.

this method only works if you use all 5 steps.

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5
Q

this method of learning is via group discussion that produces ideas and ways of problem solving

A

brainstorming

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6
Q

this method of teaching allows the teacher to assess the level of knowledge held by the learners. Initially the discussion may start of basic and unstructured but develop into a high level discussion based on the learners knowledge

A

snowballing

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7
Q

you have been assisting the SRH consultant with early surgical TOPs for a few weeks now. they have gradually let you start performing parts of the procedure e.g. bimanual, dilation of the cervix and LA block. Now you are in a position to perform all the early STOPs and the consultant feels able that the SHO can assist you.

A

complex procedural hierarchy

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8
Q

The SRH consultant asks you to show the new ST1 and ST2s how to set up a hysteroscope. What type of teaching method is this?

A

simplified procedural hierarchy (just demonstrating how to do something to the learner no feedback etc required)

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9
Q

You are teaching SHOs on insertion of intra-uterine contraception. As part of your teaching to begin with you recap anatomy of the female pelvis and the physiology of the menstrual cycle. This is information that previously they would have been taught at medical school but vital the whole classroom has this basic understanding before enhancing the learning surrounding IUC. what teaching method is this?

A

schema activation

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10
Q

select the type of teaching style:-

you are now teaching the GUM regs regarding IUC. They are already coil fitters. You revise some basics and then present a series of cases and ask them to discuss/formulate appropriate management plans in a case discussion

a) PBL
b) snowballing
c) brainstorming
d) higher hierachy training
e) schema refinement

A

schema refinement - learners are required to problem solve and apply their knowledge

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11
Q

what two levels of Miller’s pyramid do WPBA assess

A

Action (does) and performance (show how)

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12
Q

what are the four stages of Miller’s pyramid and what is it used to describe

A

Miller’s pyramid is an educational theory that describes the process of a learner mastering a new skill. Initially they possess knowledge, then develop competence i.e. knows how to do something, they then show performance by demonstrating how to do the procedure. Once they have reached the top of the pyramid they demonstrate action by doing the skill.

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13
Q

what type of assessment assess knowledge

A

multiple choice exams

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14
Q

what is the aim of formative assessments?

A

assessment FOR learning - to provide feedback to the learner, so they can progress and learn

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15
Q

what is the aim of summative assessment?

A

assessment OF learning (to allow progression) - high stakes e.g. ARCP, post grad exams

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16
Q

what is the most appropriate term

‘Model showing gradual progression to eventual attainment or mastering of a skill’

Pendletons rules
Reliability
Millers pyramid
Validity
Maslow’s hierarchy of need
Blooms taxonomy of educational objectives

A

Millers pyramid

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17
Q

what is the most appropriate term

‘Determination of the ability of an assessment tool to measure what it was intended to measure’

Pendletons rules
Reliability
Millers pyramid
Validity
Maslow’s hierarchy of need
Blooms taxonomy of educational objectives

A

validity

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18
Q

what is the most appropriate term

“Encompasses 3 domains: cognitive (knowledge), affective domain(attitudes), psychomotor domain (skills)”

Pendletons rules
Reliability
Millers pyramid
Validity
Maslow’s hierarchy of need
Blooms taxonomy of educational objectives

A

Blooms taxonomy of educational objectives

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19
Q

what is the most appropriate term

“Structure for providing constructive feedback in which the trainee also has an active role”

Pendletons rules
Reliability
Millers pyramid
Validity
Maslow’s hierarchy of need
Blooms taxonomy of educational objectives

A

Pendletons rules

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20
Q

describe how you would use Pendleton’s rules in a situation following IUC insertion to provide feedback to trainee

A

must be safe space

Learner - states what went well and how
Doctor- states what went well and how
Leaner - suggests what could be done different next time
Doctor- suggests what could be done different next time

Together - agree areas for future development

aka.. the SHIT sandwich

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21
Q

Describe Silverman’s model of feedback

A

Silverman et al devised the ALOBA feedback model.

Agenda Led Outcomes Based Analysis

Starts the learner discussing their agenda and what they want/need to achieve. Teacher facilitates and encourages self assessment and problem solving

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22
Q

describe maslow’s hierarchy of needs and the different levels in the pyramid.

A

Maslow’s hierarchy of needs is a pyramid with different levels that describes the different needs an individual requires to be fulfilled in order to reach what they term ‘self-actualisation’ (fulfilment). If any of these needs aren’t being met then that can lead to us not reaching our full potential.

the basic needs at the bottom are psychological - food/warmth/ water
the next level - safety needs
third level - social needs i.e. to feel loved, belonging (friendships, intimacy)
fourth level - esteem/ confidence
fifth and final level = self actualisation

as teachers it is important to recognise this because if students don’t have all these fulfilled then they can struggle to reach their full potential.

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23
Q

explain bloom’s taxonomy

A

bloom’s taxonomy is an educational theory that explains how students learn. It can be applied to teaching to improve lessons and teachers teach.

Bloom divides learning into three domains - knowledge, skills and attitudes.

The taxonomy is devised as a pyramid, which focuses on the knowledge domain (cognitive function). Lower order thinking at the bottom with higher order thinking at the top. As you move up the pyramid you are becoming an expert in that field.

Moving from the bottom of the pyramid to the top:-

knowledge/ remembering
comprehension (Understand)
apply
analyse
synthesis
evaluation

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24
Q

what is the following description describing

'’Refers to the methods and approaches used in adult education and is directed towards self-actualization, gaining experience, and problem-solving.”

A

Andragogy - describes adult learning

teachers are facilitators, adults must have a motivation to learn

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25
Q

what is the following description describing

Refers to an education method in which the learner is dependent on the teacher for guidance, evaluation, and acquisition of knowledge

A

Pedagogy

  • children learning, didactic style of teaching - the teacher teaches children what they need to know
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26
Q

what is the name of the reflective model described below:

It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:

A

Gibbs reflective cycle

  1. describe
  2. feelings
  3. evaluate
  4. analysis
  5. conclusions
  6. action plan
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27
Q

what is the following definition describing in terms of assessment:

’’ the reproducibility of the results’’

a) Validty
b) acceptability
c) reliability
d) objectivity

A

c) reliability i.e. if john scores 83 on a test, if we gave him a parallel test would he score 83 (how often the same result is obtained)

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28
Q

why is it so hard to design a reliable assessment?

A

due to sample error (e.g. students will find different topics different, assessors will choose topics to include in exams). To improve reliability - increase sample size with multiple sources.

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29
Q

what is the following definition describing in terms of assessment:

’’ the extent to which the sort of competence the assessment claims to assess is actually being assessed’’

a) Validity
b) acceptability
c) reliability
d) objectivity

A

validity - a measure of the test/assessment, assessing what it was designed to assess.

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30
Q

what are the two categories of validity

A

content validity ( direct validity) - process of experts judging the construction of the assessment and what is included in the assessment. Uses blueprinting (how many items from a subject should be tested)

construct validity (indirect validity) - the behaviour of the scores - have students performed how we expected

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31
Q

what is standard setting

A

the mark that defines pass or fail in an assessment

32
Q

how is appraisal defined?

A

as a two way conversation between the appraise and appraiser to allow for focus on the personal, professional and educational needs of the appraisee which produces agreed outcomes

33
Q

who is intended to benefit from an appraisal if it is a Doctor being appraised within the NHS

A

the doctor (not the organisation)

34
Q

the prime purpose of appraisal is

a) judging achievement
b) developmental and an informing process
c) summative assessment

A

b) developmental and an informing process

35
Q

when should the Follet principles be applied to appraisal?

a) Junior Doctors
b) staff grades
c) Physician associates
d) a doctor who has an NHS contract and also a substantive university contract

A

d) a doctor who has an NHS contract and also a substantive university contract

(often consultants who are senior academics)

36
Q

what does the Follet principles recommend regarding appraisal for senior NHS academics employed by the NHS and also university on separate contracts

A

should ideally have a joint annual appraisal involving both parties based on a single set of documents. Universties and NHS bodies should work together.

37
Q

how often is appraisal recommended?

a) quaterly
b) every 6 months
c) annually
d) every 2 years

A

c) annually

38
Q

what is a key skill to appraisal by the appraiser

A

listening (book suggests the balance of talking should be 80:20 to the appraisee talking)

39
Q

what is the following definition describing

‘broad statements of intent’

a) objectives
b) aims

A

b) aims e..g aim to make a competent nurse

40
Q

outcomes that can be measured and specific statements addressed

a) objectives
b) aims

A

a) objectives (i..e what the learner will be able to do by the end of the course)

41
Q

what are the domains of learning that Bloom’s taxonomy categorises learning into

A

knowledge (cognitive domain)
skills (psychomotor) - physical skills
attitude (affective domain)

42
Q

in blooms taxonomy which category of learning is further described in greater detail

A

knowledge domain (cognitive domain)

43
Q

can you order the following catergories of bloom taxonomy from the bottom of the taxonomy to the top

analysis
knowledge
create
comprehension
evaluation
application

A

bottom to top

knowledge
comprehension
application
analysis
evaluation
create

44
Q

which educational theory can be used to help categories methods of assessment in healthcare:-

a) blooms taxonomy
b) pendeltons
c) Millers Pyramid
d) Follet principles

A

c) millers pyramid

knowledge - knows
understanding - know how
competence - shows how
performance - does

45
Q

what domain of millers pyramid do multiple choice questions test

a) knowledge - knows
b) understanding - know how
c) competence - shows how
d) performance - does

A

a) knowledge

46
Q

what domain of millers pyramid do simulated scenarios test

a) knowledge - knows
b) understanding - know how
c) competence - shows how
d) performance - does

A

c) competence - shows how

47
Q

what domain of millers pyramid do case scenarios test

a) knowledge - knows
b) understanding - know how
c) competence - shows how
d) performance - does

A

b) understanding - knows how

48
Q

what domain of millers pyramid do work placed based assessments for example mini-cex, OSATS, DOPS test

a) knowledge - knows
b) understanding - know how
c) competence - shows how
d) performance - does

A

d) performance - does

49
Q

what domain of millers pyramid would an OSCE assess?

a) knowledge - knows
b) understanding - know how
c) competence - shows how
d) performance - does

A

c) competence - shows how (isn’t does or performance as not in real life)

50
Q

which educational theory describes the learner from moving up stages of competence from novice to expert in a series of 5 stages

a) blooms taxonomy
b) pendeltons
c) Millers Pyramid
d) Dreyfus and Dreyfus’s (2005)

A

d) Dreyfus and dreyfus’s 2005

51
Q

having two examiners in an osce station improves what aspect of the assessment

a) validity
b) reliability
c) acceptability

A

b) reliability

we can examine inter-examiner reliability (ideally we want both examiners to score the candidate similarly)

52
Q

what is it called if you give candidates an assessment and then issue the candidates the same test a few weeks later

A

test re test reliability

53
Q

increasing the length of a test e.g. an osce increases or decreases the reliability

A

increases reliability (more frequent tests are a substitute to longer tests)

54
Q

match the descriptions to the type of validity

content validity
concurrent validity
predictive validity
construct validity
face validity

a) can predict future performance
b) measures the intended content
c) does it appear to measure what it is supposed to?
d) measures a hypothethetical construct - empathy, wisdom or professionalism for example
e) test scores correlate with an established test.

A

content validity -b) measures the intended content

concurrent validity - e) test scores correlate with an established test

predictive validity - a) can predict future performance

construct validity - d) measures a hypothetical construct e.g. empathy, wisdom etc

face validity - c) does it measure what it is supposed to?

55
Q

what method for MFSRH exams is used to decide the cut score (i.e. pass mark)

a) Jaegar
b) bookmark
c) Angoff
d) Modified Ebel

A

c) Angoff

56
Q

in order for multi-source 360 degree feedback to be valid what is the minimum number of responses required in order for it be valid

A

10

(foundation programme puts more stringent measures in - as in different roles of HCPs etc)

57
Q

how many times can you have the same appraiser consecutively

A

3 times

58
Q

how many domains make up an appraisal and what are they based on

A

4 domains, based on GMC guidance Good Medical Practice

  1. Knowledge, skills and performance
    includes developing and maintaining professional performance
    includes keeping accurate patient records
  2. Contributing and complying with systems to protect patients
    includes acting on risks posed by your own health problems
  3. Communication, partnership and teamwork
    includes the teaching and training of other doctors
  4. Maintaining trust
    treating patients and colleagues with respect and without discrimination
    acting with honesty and integrity
59
Q

Honey & Mumford suggest a theory on learning styles. What are the four learning styles and can you give a brief description of each>

A
  1. Reflectors - like to stand back, adopt a low profile, will listen to others views first and synthesis all these opinions before reaching a conclusion.
  2. Theorists - like to integrate and synthesise knowledge. will disregard anything that is subjective. Often perfectionists and analytical in their thinking. Step wise and methodical
  3. Pragmatists - like being involved in the doing and the task. But it must be linked to their day job and so seem relevant to them. Otherwise get bored easily and don’t learn well in lengthy discussions. down to earth people.
  4. Activists - are doers, often dive straight in with actions and think later. bored with implementation. open minded.
60
Q

the following are all types of

a) learning theories
B) feedback models
c) appraisal models
d) types of learners

Pendleton’s model
Silvermans model
the scope model
the chicago model
a six step problem solving model

A

b- feedback models

61
Q

which feedback model is being described in the example below:

at the beginning of giving feedback to the learner the aims and objectives of the task/learner are re-discussed

Pendleton’s model
Silvermans model
the scope model
the chicago model
a six step problem solving model

A

The chicago model

  1. aims and objectives from the start of the task are reviewed
  2. positive feedback can be given
  3. learner self appraises their performance to you
  4. give feedback based on behaviours e.g. what actually happened, sticking to facts, not your opinions
  5. give specific examples to illustrate your views
  6. suggest specific strategies for the learner to improve their performance
62
Q

which feedback model is being described in the example below:

this model seeks agreement from two individuals to solve problems, agree goals, etc. It depends on negotiations between two people who come to an agreement at two stages in the model.

Pendleton’s model
Silvermans model
the scope model
the chicago model
a six step problem solving model

A

a six step problem solving model

  1. problem is presented
  2. problem is discussed
  3. problem is agreed
  4. solution is presented
  5. solution is discussed
  6. solution is agreed
63
Q
A
64
Q

what type of learning style is being described below:

“like to stand back, adopt a low profile, will listen to others views first and synthesis all these opinions before reaching a conclusion.”

  1. activists
  2. pragmatists
  3. reflectors
  4. theorists
A
  1. reflectors
65
Q

what type of learning style is being described below:

“like to integrate and synthesise knowledge. will disregard anything that is subjective. Often perfectionists and analytical in their thinking. Step wise and methodical”

  1. activists
  2. pragmatists
  3. reflectors
  4. theorists
A
  1. theorists
66
Q

what type of learning style is being described below:

“like being involved in the doing and the task. But it must be linked to their day job and so seem relevant to them. Otherwise get bored easily and don’t learn well in lengthy discussions. Down to earth people. “

  1. activists
  2. pragmatists
  3. reflectors
  4. theorists
A

Pragmatists

67
Q

what type of learning style is being described below:

“are doers, often dive straight in with actions and think later. bored with implementation. open minded. Thrive and learn best went taking a leading role e.g. chairing meetings.”

  1. activists
  2. pragmatists
  3. reflectors
  4. theorists
A

activists

68
Q

early theories of learning categorised learning into three modes:

a) behaviourist mode
b) cognitive mode
c) Motivational mode

what type of learning mode is described below:

“learn by doing, activity is better than passive learning. Lots of repetitions and reinforcement (praise and success more effective than failures)”

A

a) behaviourist mode

69
Q

early theories of learning categorised learning into three modes:

a) behaviourist mode
b) cognitive mode
c) Motivational mode

what type of learning mode is described below:

“learner learns best and when learning new material fits with what they already understand. Like to learn in a logical way that is well organised and thrive of feedback.”

A

b) cognitive mode

70
Q

early theories of learning categorised learning into three modes:

a) behaviourist mode
b) cognitive mode
c) Motivational mode

what type of learning mode is described below:

“these types of learners are natural learners, inquisitive and learn from different types of situations. They are motivated to learn as have goals and purpose. Success can be improved or limited based on group dynamics. Learn best if material is relevant to them and presented at a time that is convenient to them. Learn best when it involves emotions in a non threatening environment.”

A

c) motivational mode

71
Q

what does constructivism mean in educational theory?

A

it is a theory of learners ‘constructing’ and building upon existing knowledge by integrating new information and experiences with past prior knowledge. The teacher doesn’t act as a transmitter of knowledge but a guide who facilitates integration.

probably best done in small group settings

72
Q

what learning theory is being described below:

four stages to learning:-
1. action (having the experience)
2. reflection
3. conclusion (integrating reflection with existing knowledge and information from other sources and forming a conclusion as to how it went)
4. planning (deciding whether to do it the same or differently next time)

  1. maslows hierarchy of needs
  2. Millers
  3. Blooms taxonomy
  4. Kolbs theory: The experiential learning cycle
A
  1. Kolb’s theory: the experimental learning cycle
73
Q

what does the acronym VARK stand for?

A

Visual learners
auditory learners
Reading and writing learners
Kinaesthetic (tactile) learners (best by doing)

not evidence based but different styles of learning proposed as to how we might all learn differently

74
Q

what is the difference between convergent and divergent thinkers

A

convergent - think how to solve a problem with one solution (very analytical e.g. science based)

divergent - think of lots of different ideas and expand on ideas e.g. arts students

75
Q

what is the difference between serialist learners and holist learners?

A

serialists - learn best in a step wise fashion
holists - learn best by knowing the bigger picture first and filling in all the gaps

76
Q

what is the difference between introvert and extrovert learners

A

introverts - learn best in a structured environment
extroverts - do better with less structured situations

77
Q

what is the difference between surface and deep processors

A

deep processors - analyse the main points of the article in order to understand it. usually good grasp on the underlying principles.

Surface processors - read through all the material and hope to remember as much as possible.

MFSRH part 2 2024 (16 decks)

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