Module 11

1
The
EPEC-O
TM
Education in Palliative and End-of-life Care -
Oncology
Project
The EPEC-O Curriculum is produced by the EPECTM
Project with major funding provided by NCI, with
supplemental funding provided by the Lance
Armstrong Foundation.
2
EPEC - OncologyEducation in Palliative and
End-of-life Care - Oncology

• Teach 1
• Teaching Skills I

3
Overall message

• How information is taught is important to
  retention and implementation

4
Objectives

• Describe the goals of education
• Explain how adults learn best
• Use personal style and presentation skills to
  make teaching more effective
• Cope with challenging participants

5
Components of education . . .

• Attitudes
• Knowledge
• Skills
• Behavior
• Patient / Family Outcomes
• Societal Experience

Dixon J. Evaluation and the Health Professions,
1978.
6
. . . Components of education

• Attitudes
• Knowledge
• Skills
• Behavior
• Patient / Family outcomes
• Societal experience

7
Positive learning experience
8
Negative learning experience
9
Old versus new models

• Teacher decides
• No questions
• Learner is empty vessel teacher is full vessel

• Teacher and learner(s) negotiate
• Discuss and debate
• Both vessels have room!

10
Passive learning

• Information transfer
• Reflection
• Evaluation
• Assessment
• Analysis

11
Active learning

• Discussed
• Debated
• Processed
• Linked to relevant activities

12
Positive factors influencing learning

• Motivation of learner
• Teacher is a role model
• Learner has some experience
• Learned wants (needs) to know
• Practical

13
Negative factors influencing learning

• Forced to show up
• Educated before
• Preoccupation or distraction
• Personal barriers (attitudes) to the content

14
Principles of physician learning

• Practical
• Participation
• Multiple demands

Hank Slotnick, PhD, North Dakota.
15
Active teaching methods

• Interactive lecture
• Case studies
• Role play
• Facilitated discussions
• Use of videos
• Other visual aides
• Participation

16
Personal style

• Movement
• Tone volume
• Speed
• Direction
• Minimize what might be a distraction

17
Teaching skills

• Know your material
• Rehearse
• Prepare the room
• Prepare and test AV equipment

• Be prepared to answer questions
• Use humor appropriately
• Be prepared for challenging participants

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Challenging participants

• Know-it-all
• Naysayer
• Monopolizer
• Chatterbox

• Reluctant learner
• Preacher
• Unresponsive participant

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Summary

• How information is taught is important to
  retention and implementation