How can I teach more interactively? What is the best way to use visual aids? Why should I vary my teaching method? How should I prepare for a lecture? When should I use a simulator? Good teaching skills are essential for passing on knowledge so that it will be retained and practised for a lifetime. Thus being able to teach well is vital to patient care. This book is written for the busy clinician to help improve their teaching and pass their skills and learning on to others in the most effective way. The text covers every aspect of teaching, from lesson planning and how to use resources, to evaluating teaching and dealing with difficult situations. A combination of practical advice, step-by-step instructions and sample lesson plans will help and inspire the reader to become the best teacher possible. The text is also written for those who teach others to teach; for those running a course for their department, or running official teacher training courses. The Notes for Trainers section within each chapter gives specific guidance, helpful tips and sample lesson plans to help you run a new course. The authors share their extensive range of clinical and teaching experience in this highly readable book.

The authors share their extensive range of clinical and teaching experience in this highly readable book. Shirley and Michael Dobson have taught both medical students and other teachers around the world for over 30 years, and Lesley Bromley is the Director of Postgraduate Medical Education at University College London Hospitals NHS Trust.

Introduction 1: Start here if you want to improve your teaching	p. xiii
Introduction 2: Read this if you want to run a training course on clinical teaching	p. xvi
The need for good teaching	p. 1
Why good teachers are necessary	p. 3
Notes for Trainers	p. 5
Additional material: names	p. 6
Before you teach: preparation and planning	p. 7
Introduction to preparation and planning	p. 8
Three key words to remember	p. 8
How to prepare efficiently: the essentials	p. 11
Your goal is to be an effective and inspiring teacher	p. 11
Six steps to preparation and planning	p. 12
Choosing the best teaching method	p. 20
Getting the timing right	p. 22
Preparing the room	p. 23
Notes for Trainers	p. 26
Additional material: memory and learning	p. 27
Additional material: preparing the room	p. 29
Sample slide set	p. 30
How to prepare for a formal lecture: keeping your students interested and alert	p. 31
How to start: ways of gaining attention	p. 31
Holding attention and varying the stimulus	p. 32
Barriers to learning	p. 33
Planning hand-outs	p. 34
Being creative	p. 36
Notes for Trainers	p. 37
How to prepare case studies for teaching	p. 41
Selecting and structuring the case presentation	p. 41
Telling the story	p. 45
Planning to lead the discussion	p. 46
Notes for Trainers	p. 47
Sample slide set	p. 50
How to prepare interactive teaching	p. 51
Interactive teaching: what, when, and why	p. 51
Interactive teaching: making a start	p. 53
A conversation	p. 55
Interactive teaching: preparing questions	p. 56
Interactive teaching in small groups	p. 59
Notes for Trainers	p. 62
Stage 1	p. 63
Sample slide set	p. 67
Stage 2	p. 66
Additional material: Bloom's taxonomy	p. 69
Sample slide set	p. 71
How to prepare extra resources	p. 73
Choosing teaching resources and visual aids	p. 73
Visual aids in clinical teaching	p. 74
Drawing	p. 75
Pictures	p. 75
Clinical equipment	p. 78
Models	p. 78
Patients	p. 79
Slides	p. 80
Preparing good slides	p. 80
Slide design: dos and don 'ts	p. 81
Flip charts	p. 83
Boards	p. 84
Chalk or whiteboards	p. 84
Interactive whiteboards	p. 84
Notes for Trainers	p. 85
Summary of Part 2: preparation and planning	p. 89
During your teaching	p. 91
Introduction	p. 92
Getting the message across	p. 93
Stance-what you do with your body!	p. 93
Eyes-how and why you maintain eye contact	p. 94
Voice-using your voice to maximum effect	p. 95
The moment when you start	p. 96
Giving instructions	p. 97
Notes for Trainers	p. 98
Additional material: giving feedback	p. 101
Reinforcing the message: using extra resources	p. 104
Presenting with slides	p. 104
Checking the room	p. 104
Top tips!	p. 105
Mistakes to avoid	p. 106
What to do when the equipment fails	p. 107
Using flip charts	p. 107
Using interactive whiteboards	p. 108
Using visual aids	p. 108
Notes for Trainers	p. 109
Simulators	p. 112
What do we mean by simulation and simulator?	p. 112
Features of a moderate to high-fidelity human simulator	p. 113
What are simulators used for?	p. 114
What can be learned through working in a simulator?	p. 114
Do the benefits to training outweigh the costs?	p. 114
The simulator team	p. 115
Running a session with the simulator	p. 116
The feedback	p. 117
Points for debate	p. 119
Notes for Trainers	p. 120
Teaching a skill	p. 121
Introduction	p. 121
Planning to teach a skill	p. 122
Sample preparation for teaching a skill	p. 123
Starting your skills teaching session	p. 124
Understanding the skill	p. 125
Teaching the motor component	p. 125
Getting resources ready	p. 126
The four-stage approach to teaching a skill	p. 126
Next steps in learning skills	p. 128
Log books: records of training	p. 129
Notes for Trainers	p. 130
Additional material: using learning curves as an assessment tool	p. 132
How to deal with unexpected difficulties and find solutions	p. 135
Taking questions	p. 135
Leading a discussion	p. 137
Leading interactive teaching	p. 137
Difficulties with student behaviour	p. 139
Looking at pace to counteract boredom	p. 140
Notes for Trainers	p. 143
After you teach: the secrets of on-going success	p. 145
How to evaluate and use feedback to improve your teaching	p. 147
Evaluating your teaching: yourself	p. 147
Learning styles	p. 148
Evaluating your teaching: with a friend-paired observation	p. 151
Evaluating your teaching: using video for feedback	p. 151
How to observe and give feedback	p. 153
Evaluating your teaching: information from students	p. 156
Notes for Trainers	p. 157
How to assess your students' progress	p. 159
Assessment in medical education	p. 159
Choosing assessment methods	p. 160
Writing and using multiple choice questions (MCQs)	p. 161
Notes for Trainers	p. 165
How to evaluate a course, a conference, or an individual meeting	p. 167
Why evaluate courses?	p. 167
What needs evaluating?	p. 168
How will you do the evaluation?	p. 168
How will you get the evaluation forms back?	p. 169
Notes for Trainers	p. 169
Additional material: how to run and organize a course	p. 170
Some final questions for reflection	p. 175
Thinking about values in teaching	p. 177
The teacher	p. 177
The students	p. 178
Knowledge	p. 178
Notes for Trainers	p. 179
Appendices	p. 181
Language issues in teaching and training	p. 183
Advice for native English speakers	p. 183
Teaching in a foreign language	p. 184
Working with a translator	p. 185
What you need to pack when you teach abroad-a teacher's toolkit	p. 186
Sample course programmes	p. 187
Sample education course programmes	p. 187
A single lecture	p. 187
A half-day course improving for specialist trainees	p. 188
A one-day programme	p. 188
A two-day workshop	p. 189
The first week of a three-week education course	p. 190
Sample non-education course programme	p. 191
Curriculum review	p. 193
Sample hand-outs for trainers	p. 195
Planning and preparation	p. 195
Developing interactive teaching skills	p. 197
Developing MCQs	p. 200
Evaluating a course or education meeting	p. 203
Index	p. 205
Table of Contents provided by Ingram. All Rights Reserved.

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