Teaching Methods and Effective Knowledge Transfer

Teaching Methods and Settings

• A teaching method is the way information is taught to bring learners into contact with what is to be learned.
• Instructional materials or tools are objects or vehicles used to transmit information and supplement the act of teaching.
• Factors to consider when selecting a teaching method include:
  • Audience characteristics (size, diversity, learning style preferences)
  • Educator's expertise as a teacher
  • Objectives of learning
  • Potential for achieving learning outcomes
  • Cost-effectiveness
  • Setting for teaching
  • Evolving technology

Types of Learning Methods

• Lecture: a highly structured method of teaching where the educator verbally transmits information directly to a group of learners.
  • Characteristics: introduction, body, and conclusion; can be enhanced with audiovisual materials and technology.
• Group Discussion: a method of teaching where learners get together to actively exchange information, feelings, and opinions with one another and with the educator.
  • Benefits: deeper understanding, longer retention, increased social support, and more active learner participation.
• Team-Based Learning: a structured combination of preclass preparation, individual and group readiness assurance tests, and application exercises.
  • Four key principles: forming heterogeneous teams, stressing student accountability, providing meaningful team assignments, and providing feedback to students.
• Cooperative Learning: a methodology that incorporates four key components: extensive structuring of the learning tasks by the teacher, strongly interactive student-student execution of the tasks, immediate debriefing or other assessments, and instructional modifications by the teacher based on feedback.
• Case Studies: a method that leads to the development of analytical and problem-solving skills, exploration of complex issues, and application of new knowledge and skills in the clinical practice arena.
• Seminars: several sessions in which a group of staff nurses or students, facilitated by an educator, discuss questions and issues that emerge from assigned readings on a topic of practical relevance.
• One-to-One Instruction: a method of teaching that involves face-to-face delivery of information specifically designed to meet the needs of an individual learner.
• Demonstration and Return Demonstration: a method of teaching where the educator demonstrates a skill, and the learner attempts to establish competence by performing the task with cues from the educator as needed.
• Gaming: a method of instruction requiring the learner to participate in a competitive activity with preset rules.
• Simulation: a trial-and-error method of teaching where an artificial experience is created that engages the learner in an activity that reflects real-life conditions but without the risk-taking consequences of an actual situation.
• Role Model: a teaching method that helps new health professionals develop critical thinking competencies and interpersonal skills, and assists them to assume the responsibilities and values of the profession.
• Self-Instruction: a teaching method used by the educator to provide or design instructional activities that guide the learner in independently achieving the objectives of learning.

Increasing Effectiveness of Teaching

• Techniques to enhance the effectiveness of verbal presentations:

  • Present information enthusiastically
  • Include humor
  • Exhibit risk-taking behavior
  • Deliver material dramatically
  • Choose problem-solving activities
  • Serve as a role model
  • Use anecdotes and examples
  • Use technology

• General principles for teaching across methodologies:

  • Give positive reinforcement
  • Project an attitude of acceptance and sensitivity
  • Be organized and give direction
  • Elicit and give feedback### Identifying Resources for Teaching

• Resources available for teaching depend on the number of learners and the educator's reach.

• Three types of questions can be used to elicit different types of answers from learners:

  • Factual or descriptive questions (begin with words like who, what, which, where, how, or when)
  • Clarifying questions (ask for more information and help learners convey thoughts and feelings)
  • Higher order questions (require more than memory or perception to answer)

Effective Teaching Methods

• The Teach-Back or Tell-Back Strategy involves asking learners to restate information in their own words to confirm retention and effectiveness of patient education interventions.
• Educators should be willing to use a variety of teaching methods to provide the best possible experience for learners.
• Repetition and pacing are essential teaching methods:
  • Repetition allows for repeated practice of behavioral tasks (skill inoculation).
  • Pacing refers to the speed at which information is presented, influenced by factors like learner's previous history, attention span, domain, and eagerness.

Settings for Teaching

• Settings for teaching are classified according to the primary purpose of the organization or agency providing health education.
• Three types of settings identified by O'Halloran (2003) are:
  • Health Care Setting (delivery of health care is the primary or sole function)
  • Healthcare Related Setting (healthcare-related services are offered as a complementary function)
  • Non-healthcare Setting (health care is an incidental or supportive function)

Examples of Settings

• Health Care Setting: hospitals, visiting nurse home care associations, public health departments, outpatient clinics, extended care facilities, health maintenance organizations, physicians' offices, therapist-owned managed centers
• Healthcare Related Setting: (examples not provided)
• Non-healthcare Setting: businesses, industries, schools, military, penal institutions

Sharing Resources

• Professional nurses involved in client health education should use available opportunities to share resources among the three identified settings.

Explore the different approaches to teaching and learning, including the use of instructional materials and tools to effectively transfer knowledge.