Learning skills is easy where concepts are simple (check heart rate)

But with complex skills there are lots of elements/ambiguity of what constitutes correct performance e.g. were you a good team leader in that resus?

How do we teach complex procedures effectively?

We need to understand there are different types of skills (Cynefin framework - en.wikipedia.org/wiki/Cynefin_f…)

Clear skills: have a defined performance (paracetamol dose)

Complicated skills: people learn these over time with repeated examples e.g. calculate IV fluid requirements

Complex skills: here conditions are changing and you need a way to explore, analyse, repeat (e.g. a trauma call)

Chaotic skills: here you have to act before you have all the information (e.g. disasters)

h/t @emmaweber @MirjamN @usablelearning

When teaching complex skills:

🌟Understand what it takes to complete a task.

🌟Identify the critical decision-making points in tasks.

🌟Identify where are the likely misconceptions.

🌟Identify where error is allowed in the system and where error cannot happen.

Be clear on what are the behavioural objectives + how people will apply it. It's NOT enough to have learning outcomes - people need to be able to replicate the learning in practice + under pressure

Our learning design needs to be good enough to facilitate learning transfer


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More from @TessaRDavis

23 Feb
Are you making the most of online teaching?

When we teach in medicine we want instructional learning – teaching students to independently use learning to accomplish tasks in clinical practice

Core to this is engaging them in their own learning

Here's how (Kraiger 2020):

1. Use generative effects

Help your learners integrate + elaborate new knowledge by connecting their new + existing knowledge bases

After your session, prompt your students to apply what they’ve learned to a real clinical situations (+ demonstrate concepts to others)

2. Use prompts/metacognition

Here the learner facilitates their own regulation of learning by questioning the learning strategies being used.

Get your students to provide explanations to connect your content to what they already know.

Read 4 tweets
20 Feb
Polls are a great way to get some engagement during your online teaching session. But don’t just cobble together some random questions. Think about what you are trying to achieve.

Active learning
Engagement with content

A thread

1/12 Image
Students who interactively participate in class learn the material better, retain concepts. and apply them more effectively than students who don’t (see refs at the end).

Take the time to consider when, why, and how you are using polls.

Timing: before the session - assess expectations + check baseline.

'Plenty-of-time teaching' allows open-ended and multiple-choice questions that engage learners before the session

Do this a few hours (or more) before the session and you can adapt the content accordingly

3/12 Image
Read 12 tweets
11 Feb
How do you optimise your slides, audio or video when delivering online teaching?

There are many learning theories out there, but Mayer’s Multimedia Learning Theory is epic.

Read this thread + use his theories to improve learning transfer

Non-ideal slide to get started👇

The theory has 3 main assumptions:

1. Dual channels: there are 2 channels (auditory + visual) for processing info from sensory memory

2. Limited capacity: each channel has a limited working memory capacity

3. Active processing: multimedia learning is an active process

And 5 cognitive processes

1. Select relevant words from text/audio
2. Select relevant images
3. Organise the words into a coherent verbal representation
4. Organise images into a coherent pictorial rep
5. Integrate 3 + 4 w/ prior knowledge

Mayer's principles optimise this
Read 17 tweets
10 Feb
Virtual conferences/presentations to larger audiences are a challenge. There are pros and cons of pre-recording sessions.

It’s not a case of:

Pre-record = bad
Live = good

There is nuance.

A thread...

Make the decision that serves the core groups' interests best (in order of priority):

1. The audience - must learn + feel connected
2. The speaker - must feel supported, empowered, + valued
3. The organiser - must be able to practically deliver

As speakers we prefer a F2F audience. We like to hear them laugh at our great jokes, gasp at the cliffhangers, + know when their eyes drift so we can pull them back.

We can’t do this in a virtual presentation. We must accept this and adapt what we do.

Read 12 tweets
9 Feb
Minor burns are a common Paeds ED presentation.

Do you know how to assess them and treat them?
Do you deroof your blisters?
Do you know how to calculate the total body surface area of the burn?

See DFTBSkinDeep.com for more burns pictures

A thread

Get a clear history. Pulling a cup of tea off the counter is a common causes of burns in young children.

How long ago had the tea been made?
Was there milk in it?
What was the child wearing?

Get all the details including who was there at the time.

Has simple first aid been completed? Run the burn under cool water (15-18°C for 20 mins) within 3 hours.

Toothpaste/jam/honey don’t work.

The zone of stasis has potentially reversible damage. Don’t let the patient burn more. Cool the burn.


Read 12 tweets
8 Feb
The pandemic has posed new challenges for deaf staff. Inability to lip read through masks, noisy environment, masks muffling sounds all pose new barriers. In our departments, it’s our job to provide support for trainees/staff. A thread - thanks entirely to @DocFizzabella

Embarrassingly this isn’t something I’ve had to think about before. Thanks to @DocFizzabella (who is joining us @RLHPED later this year) my awareness is higher. She has provided me with this wonderful framework for support. It's things we can all implement in our department

The trainee can apply for Access to Work, a gov funding programme of up to £60k per year per person to pay for all necessary equipment such as radio microphones, transcription service, upgraded hearing aids if required plus many other things that may meet their needs.

Read 11 tweets

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