Common Teaching Methods

Common Teaching Methods

• Below is a list of the most common teaching
methods:
1. Lecture
2.Group discussion
3.Demonstration
4.Case study
5. Practicum
6.Role play
7.Simulation

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 Illustrated Lecture
 Also known as interactive lecture
 It refers to verbal presentation of information by
the teacher supplemented with a variety of
questions, interaction, audiovisuals and
instructional materials
 Domain of learning addressed by illustrated
lecture:
 Primarily cognitive (knowledge)

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Structure of the Lecture
1. Introduction
2. Objectives
3. Body of the Lecture
Sections (especially for long lectures)
Examples
 Activities
4. Questions may be asked by teacher and
students throughout
5. Summary/review

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Be Prepared for the
Lecture!
Know your material
 Know your objectives
 The goal:
Not to prove how much you know
Rather, to teach some of what you
know
 Focus on most important content
Use handouts and reference
materials for more detail, review,
and reinforcement
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Illustrated Lecture ---

Advantages:
Delivers a lot of information in
relatively
short period
Effective for large and small
groups
 Teacher maintains primary control
of the
pace of the presentation

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Limitations:

Demands high levels of

concentration on the part of the
students and the teacher

Students interaction may be

minimal

 Without questioning and

interaction, the teacher may have a
difficult time determining students’
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 Group Discussion
Interactiveprocess of sharing information
and experiences related to achieving a
learning objective:

Domain of learning covered:

 Knowledge
 Attitude

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Discussion ….
Why group involvement?
We retain
10 % of what we read
20 % of what we hear
30 % of what we see
50% of what we hear and see
70% of what we say
90% of what we say and do

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Con’t….
Common techniques of group
discussion:
 Brain-storming
 Project-work
 Symposium
 Panel-discussion

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Group Discussion ---
Advantage
 Gives students an opportunity to share their knowledge
and feelings on the topic
 The teacher serves as a facilitator

Limitations
 When not properly conducted, may be dominated by a
few students or may move off the topic.
 Students need background information about the topic
prior to participating in the discussion.

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3. Demonstration
 A demonstration is a teaching method that combines oral
explanation with ‘doing’ to communicate processes,
concepts, and facts.

 Domain of learning covered is Skill

Skill demonstration requires:

◦ Preparation
◦ Introducing the skill
◦ Demonstrating the skill

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Demonstration ---
Preparation
 Establish learning objectives

 Analyze task to determine sequence

 Identify equipment and ensure that all of it is working

 Make sure there is adequate space for all students to see

properly

 Make a checklist of all materials, equipment needed for

the demonstration.
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Demonstration ---
o Collect materials

◦ Test equipment ahead of time

◦ Rehearse and get feedback

◦ Use actual equipment/patients if possible, or

models if necessary.

◦ Verify need for setting up work stations for

return demonstration
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Demonstration

Introducing the skill

 Describe what the skill is and why the skill is
important
 When it should be used
 The objectives of the demonstration
 The steps involved in performing the skill

Demonstrating the skill

 Demonstrate by following the list of steps
 Show the steps using slides or a videotape
 Perform a role play in which a student simulates a
patient
 Use anatomic models to demonstrate a skill
 Demonstrate the skill with simulated or real patients
using whole-part-whole approach
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 Stages of skill
development:
The three stages of skill development:
1, Skill acquisition

2, Skill competency

3, skill proficiency

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 Skill acquisition
Students are aware of the skill and know how it should
be performed, but do not always perform it correctly.

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Skill competency
Students perform the skill correctly, but
may not always progress from step to step
efficiently.

This is the level typically reached in the

education of healthcare providers because
the final level requires practice over time.

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Skill proficiency:
 This is the last stage of skills development.

 It usually occurs after students graduate

from an academic program and have
practiced the skill over time in their daily
work.

 Proficienthealthcare providers consistently

perform skills correctly and efficiently.

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Advantage
 Uses several senses: students can see, hear, and
Experience.

Show how to Operationalize procedures,

techniques, and concepts

 Reinforces comprehension and retention,

stimulates interest.

Allows for correct modeling of an activity or

procedure an actual event.

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Limitation
Requires good preparation and adequate
space to ensure that all students are able to
see

Need to allow time for all students to

practice the skill being demonstrated

 Equipment must be in good working order

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Case Study

 A case study is a teaching method that

uses realistic scenarios focusing on a
specific issue, topic, or problem
A real or fictional scenario is presented to
students, followed by discussion questions
related to how to characterize, describe,
and/or act on the situation in the scenario

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Case study….
 Students typically read, study, and react to the
case study in writing or during a discussion
Case studies are useful to:
Focus on real-life problems or situations
Develop problem-solving and decision-making
skills
Strengthen students’ ability to apply information
Clarify and expand students’ knowledge
Explore and change attitude

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Case Study ---

Domains of learning covered

primarily are:
knowledge
Attitude
Steps in Writing case study
 Articulate the learning objectives that the
case will address
 Write case details
 Write discussion questions
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Case Study
a) Articulate the Learning
Objectives
 What do you want students to learn
from the discussion of the case
Establishing clear learning objectives
will help you to write the case study

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Case Study
Examples of learning objectives:
 At the end of this case study session, the
student will be able to:
 Acquire skill and experience in
developing a nursing plan
 Practice diagnosis of STIs
 Identify strategies for applying universal
precautions in a facility setting

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Case study
Writing Case Study
 Provide a clear direction of what to do
 Write narrative with details - use a story
telling style
 Include a level of detail similar to what
 learners would encounter in a “real life”
 situation

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Case Study ---
Sources of ideas for case
studies:
Clinical descriptions, case
histories, actual client or patient
records (must ensure
confidentiality).
Current events, newspaper
stories
True-life accounts, personal
stories
Published cases01/31/2025 28
Advantage
Participatory teaching method that actively
involve students and encourage interaction
with one another
Students react to realistic situation directly
related to their future work
 Reactions often provide different views
and solutions to the problem presented
Limitation
 Requires considerable development time

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Practicum

Also known as ‘guided practice’

 Practicum is a teaching method that offers
opportunity for students to practice or
apply the content learned in the classroom
 The teacher guides or supervises the
students as they practice in the clinical
setting.

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Practicum…

Domains of learning covered are:

Knowledge
Skills
Attitude

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Practicum
Preparation Needed Before Practice Session
 The learning objectives for the clinical session
 Any necessary scheduling changes
 Students’ tasks for that session, including the work
assignments and rotation schedule if applicable
 Assignments to be completed that that Session
 The topic for the post-session meeting, so the students can
prepare cases or look for experiences to share
 Questions related to the session or from previous sessions
 Discussion about how feedback will be provided in the
clinical setting

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During the Clinical Practice Session
Check in periodically with staff
 Coordinate any planned learning activities
Observe student-patient interaction
 Continue to facilitate skill development
via demonstration and constructive
feedback

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Advantage
 Provide students with an opportunity to practice
skills and apply knowledge in real setting
 Prepare students for developing and sustain
relationships patients, team members, and others
Limitations:
 Requires intensive planning
Less effective where there is no clinical
instructor/preceptor

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Role Play
 Role play is a teaching method in which
students act out a role in a constructed
scenario in order to learn and practice new
skills and gain new knowledge, attitudes
 It is a technique that requires participants
to perform a task in a realistic situation
 simulating real life

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Role Play…

Domains of learning covered are:

 Attitude
 Skills
 Knowledge

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 Characteristics of a Role
Play
Focuses on interactions of people with one another,
functions performed by people under various
circumstances
 Situation or scenario is provided:
Students assigned a role to play (may play themselves
or another person in the situation – e.g., a patient)
Must behave in a way the person in the role they are
playing would behave
 The role players, rest of the class, or both learn
something about the individuals and/or the situation from
the role play

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Steps in using role play as a teaching method:

a. Prepare the Role Play

b.Conduct the Role Play
c. Lead de-brief discussion

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Prepare the Role Play
Identifythe learning objective(s)
you want the role play to achieve
Be sure you understand the purpose
of the role play: what will the student
learn from it?
 Develop a problem situation or
scenario that is:
Related to the learning objective
Interesting to your students
Suitable for acting
Focused on a typical professional
situation 01/31/2025 39
Prepare the Role Play….
Draft clear role descriptions and
instructions on how to “play” the
role
 Draft de-brief discussion
questions questions should be
related to the learning objective

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Prepare the Role Play…
A simple framework to help you remember what
questions to ask:
(1) What happened? (2) So what? (3) Now what?:
What happened in the role play? What did you
observe? How do you think the patient felt?
Why did the provider ask that last question?
(2) What do you think the provider did well? What
did you learn about how to conduct a physical
exam from this?
(3) How can you apply what you learned? What
will you do differently next time?
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conduct the role play
 Introduce the activity and the learning objective of the role play to
the students
 Make sure all participants know what a role play is
 Ask for volunteers to participate in the role play as “role players”
 Recognise participants’ concernés or reluctance
about doing the role play
 Always ask participants if they are comfortable
taking on a particular role—don’t assume

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Conduct the Role Play…
 Briefthe players on their roles, and provide written
descriptions.
 Do not let the role players see each other’s role
descriptions
 Explain the scenario to the students who are observing
the role play
 Distribute role descriptions to the audience
 Introduce the role players

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Conduct the Role Play…
Explain that the role players are representing
roles, not necessarily their own attitudes
 Encourage people who are acting to let
themselves feel and act like the characters
Make sure that all can see and hear well enough
to follow the role play
Remind the observers what to look for and focus
on as they watch
Distribute observation checklist if using one
 Ask the role players to perform the role play
Watch to see if the role players are raising issues
that are appropriate to01/31/2025
the main problem 44
Lead De-Brief Discussion:
“De-brief” the players:
Example: “You are now back as students in
this classroom and are no longer role playing a
client being tested for tuberculosis”
Thank the role players for their good work
Begin the discussion
Ask the role players for their thoughts and
reflections about the role play first
Then ask the class for their observations

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Lead De-Brief Discussion…
The de-briefing is the most critical element in the
learning process
 The key learning occurs from the discussion
about what students observed
 After the discussion:
summarize key points or messages related to
the learning objectives of the session

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Advantage
 Provides a highly motivational climate, as
students actively take part in a realistic
situation
Limitation
 Requires considerable development time in
addition to ensuring that students are
prepared to participate in the role play
situation.

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Clinical Simulation
 A clinical simulation is a teaching method that presents
the student with carefully planned, simulated patient
management situation
 It is an excellent method for developing clinical decision-
making skills
 Domain of learning covered are:
 Knowledge
 Skill
 Attitude

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Simulation…
 Clinical
simulations are useful to:
Help students practice responding to
emergency situation in a safe environment
Help student develop critical thinking skills
Assess students’ ability to integrate
knowledge, skills, and attitude into
providing care in a simulated setting

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To Create a Clinical Simulation
Define the objective of the clinical simulation and
the expected outcome
Based on your objectives, create a patient
scenario that includes the problem, the related lab
and diagnostic results, and possible outcomes for
different interventions (or ask students to present
cases)
 List the questions to be asked about how they
would manage the case and the potential answers
for possible interventions

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Con’t…
Advantage
 Provides a highly motivational climate as
students actively take part in a realistic situation
Allows students to practice a clinical skills
without fear of harming a client
Limitation
Requires planning and development time to
ensure simulation is realistic and will provide a
positive learning experience

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Thank you!!!

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