Chapter 11 CASE STUDY (p. 551)
A health professional working
at a mid-sized hospital identified a leadership opportunity to provide
training to other hospital staff in trauma-informed care. The health
professional works on an interdisciplinary team including occupational
therapy, nursing, physical therapy, speech therapy, medicine, pharmacy,
and social work among other disciplines. Team members come from a
variety of backgrounds with a mix of newer practitioners and those who
have years of experience. The health professional educator has some
limited experience with lecturing but worries that team members might
begin to lose interest during an hour-long presentation. From personal
experience, the health professional knows that past presentations have
often not been very engaging, typically with fifteen team members
crammed into a small lunchroom. A major objective of the presentation
will be preparing team members to begin to incorporate trauma-informed
care into their work. The health professional considers how to support
other team members in achieving this objective.
- Discuss the
advantages and limitations of lecture versus group discussion as
teaching methods for this session. Could these two methods be
successfully combined? How?
- To encourage team members to actively participate in the presentation, which other teaching methods can be used?
variables are known to affect the selection of teaching methods, such
as the size and diversity of the audience, learners’ needs and learning
style preferences, the content to be taught, the setting, the resources
available, and the educator’s comfort with the teaching method. Select
three variables and explain how they might influence which teaching
method is selected.
- State three general principles (basic rules
or key strategies that are effective for teaching across methodologies)
that can be applied to this particular learning opportunity.
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