The transformational power of models, critique, and descriptive feedback. As you watch this video please reflect:
- How much of the change was influenced by the teacher’s role in facilitating a ‘learning environment’?
- What impact did it have on the peers?
- How much of the change was due to Austin’s response to feedback ?
One of the fun and challenging aspects of the GIC course, for faculty and candidates, is the mental gymnastics as you simultaneously learn, support your peers and facilitate sessions.
In your preparations – please note that the focus of this course is on the teaching and not the content.
These videos provide you with practical advice and some of the theoretical basis for the techniques you will be practicing on the GIC.
There are also demonstrations what is expected of you during practice sessions on the GIC
Within the 'giving a lecture' video is a mini lecture/presentation (7 mins). Below is a video of facilitating a discussion group (7 mins) and teaching a skill (7 mins). Videos of facilitating a scenario and learning conversation are in time frames used on the actual APLS courses.
APLS uses the iSimulate units on GIC and APLS courses. If you're new to using this software, find our user guides and resources here.
Note: a demonstration 7 min presentation is within this video.
With the 4th E of the Pocket Guide to Teaching for Clinical Instructors, the guideline headings for structuring a teaching session have changed from Environment, Set, Dialogue and Closure to Prepare, Open, Facilitate and Close.
Facilitating learning through small group interaction: demonstrating a discussion group.
This video includes a demonstration of the four step process of teaching a practical skill.
As courses move away from summative assessments and emphasise repeated practice - confidence in providing clear, specific feedback is essential for learning.
Focus on the goal, build on prior knowledge and articulate the criteria for success: the art of giving feedback.
The ins and outs of running a smooth sim session.
For the GIC practice sessions, you do not need to demonstrate the first 2 and a half mins of this video (introduction to equipment and manikin) as it will be assumed this has already been done. Please refer to the feedback matrix for scenario teaching to clarify what it expected in the 8 min time frame.
What comes after the scenario? Enhancing self-reflection through the learning conversation.
Reflect on the facilitators' techniques for supporting both the learners needs and teaching points of the scenario.
On the GIC, you will practice using a learning conversation over 4mins. Please trust in the structure outlined here and you will find that group reflection and learning for 2-3 key points does occur, even in a short timeframe.