Common Teaching Methods
Common Teaching Methods
• Below is a list of the most common teaching
methods:
1. Lecture
[Link] discussion
[Link]
[Link] study
5. Practicum
[Link] play
[Link]
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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
[Link] 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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