
Contents
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6.1 Introduction to teaching a clinical skill 6.1 Introduction to teaching a clinical skill
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6.2 Adult learning 6.2 Adult learning
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6.3 Apprenticeship model 6.3 Apprenticeship model
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6.4 Simulated learning environments 6.4 Simulated learning environments
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6.5 Unconscious competence 6.5 Unconscious competence
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6.6 Teaching a skill in four easy steps 6.6 Teaching a skill in four easy steps
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6.7 Designing a skills teaching episode 6.7 Designing a skills teaching episode
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6.7.1 Learning objectives 6.7.1 Learning objectives
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6.7.1.1 Is it clear what the learners are going to learn? 6.7.1.1 Is it clear what the learners are going to learn?
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6.7.1.2 Am I designing this lesson at the right level? 6.7.1.2 Am I designing this lesson at the right level?
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6.7.1.3 Is there immediate relevance to the learners’ current clinical practice? 6.7.1.3 Is there immediate relevance to the learners’ current clinical practice?
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6.7.1.4 Will they be able to put the new skill into action in the near future? 6.7.1.4 Will they be able to put the new skill into action in the near future?
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6.7.2 Learning environments 6.7.2 Learning environments
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6.7.2.1 Is the environment conducive to the learning experience? 6.7.2.1 Is the environment conducive to the learning experience?
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6.7.2.2 What simulation will be used for the workshop? 6.7.2.2 What simulation will be used for the workshop?
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6.7.2.3 Are instruments and consumables available for the course? 6.7.2.3 Are instruments and consumables available for the course?
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6.7.2.4 Are there any foreseeable barriers to the course proceeding successfully? 6.7.2.4 Are there any foreseeable barriers to the course proceeding successfully?
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6.7.2.5 Is the programme achievable? 6.7.2.5 Is the programme achievable?
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6.8 Critiquing, assessment, and evaluation 6.8 Critiquing, assessment, and evaluation
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6.8.1 Positive critiquing 6.8.1 Positive critiquing
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6.8.2 Assessment 6.8.2 Assessment
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6.8.2.1 Initial assessment 6.8.2.1 Initial assessment
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6.8.2.2 Formative assessment 6.8.2.2 Formative assessment
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6.8.2.3 Summative assessment 6.8.2.3 Summative assessment
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6.8.3 Evaluation 6.8.3 Evaluation
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6.9 Conclusion 6.9 Conclusion
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References References
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Cite
Abstract
Structured programmes have overtaken the historical apprenticeship model of learning. Simulated learning environments are ideal for teaching technical or procedural skills. The challenge for the teacher is to remain mindful that he/she has achieved unconscious competence whereas the learner is working from first principles. A four-step teaching process is recommended (demonstration, deconstruction, comprehension, and performance). Designing an effective skills teaching episode ideally involves establishing clear learning objectives, delivering the lesson at the right level, teaching skills immediately relevant to the learner’s clinical practice and giving the opportunity for reflection. Successful delivery of a skills-based course requires provision of a learning environment conducive to the learning experience, availability of appropriate simulation models and instruments, selecting an appropriate teacher:learner ratio, and use of a structured critiquing method. Assessment may be formative or summative and the educational programme should be formally evaluated.
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