sixteenth Workshop on Teaching Evidence-Based Practice St Hugh s College 2010

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16 th Workshop on Teaching Evidence-Based Practice St Hugh's College 2010 Dr Carl Heneghan MA, MRCGP, DPhil Director CEBM University of Oxford

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About the workshop

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Plenaries

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Small gatherings Check your gathering number Check your room Allocated a facilitator and a co-facilitator

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Today's seeking session Leaving from Maplethorpe at 3.45pm If you need tea, stop your little gathering session at 3.30 this evening Two moment stroll to Oxford Computing Services

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PADs Participant Ad Hoc Discussion bunches Sign up sheets in the anteroom

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Bite estimated learning sessions

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Weds evening Organized visits join Ashmolean Museum Bodleian Library Walking visits

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Masters Program

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Map

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Objectives for the Week Your targets – survey Discuss with neighbors

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Patient Concerns Best research confirm Clinical Expertise EBM What is proof based drug ? "Prove based prescription is the reconciliation of best research confirm with clinical skill and patient qualities"

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" Just in Time" taking in The EBM Alternative Approach Dave Sackett Shift center to ebb and flow persistent issues ("without a moment to spare" training) Relevant to YOUR practice Memorable Up to date Learn to get best ebb and flow answers

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EBM rehearse requires: Asking Acquiring Appraising Applying Assessing

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Why are you here? Confirm Based Practice And To Teach

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Try the accompanying activity. Sit back, close your eyes,

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Try the accompanying activity. Sit back, close your eyes, and infer the best educators you ever had. Attempt to recall what they resembled what they looked like, talked and acted, what their classrooms or potentially workplaces resembled, how they affected you as their understudy. When you're fulfilled that you've gotten a decent picture of who these individuals were, open your eyes

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E ducator and rationalist Parker Palmer: Good instructing isn't about method. I've asked understudies around the nation to depict their great educators to me. Some of them portray individuals who address constantly, some of them depict individuals who do minimal other than encourage bunch process, and others depict everything in the middle. Be that as it may, every one of them depict individuals who have some kind of connective limit, who interface themselves to their understudies, their understudies to each other, and everybody to the subject being considered.

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What Makes a Good Teacher? Eager, lively, energized Highly proficient in their general vicinity of ability Maintains that information base Lifelong learner

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What Makes a Good Teacher? Eager, vivacious, energized Highly educated in their general vicinity of mastery Maintains that information base Lifelong learner

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Would any of you have consented to take an interest in a fake treatment controlled trial of prophylactic anti-microbials for colorectal surgery after 1975?

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Reduction of perioperative passings by anti-toxin prophylaxis for colorectal surgery

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What Makes a Good Teacher? Eager, vivacious, energized Highly proficient in their general vicinity of skill Maintains that information base Lifelong learner

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What Makes a Good Teacher? Eager, fiery, energized Highly educated in their general vicinity of ability Maintains that information base Lifelong learner

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Working in your table gathering Write down what you think the substance of a one hour session on proof based treatment ought to incorporate

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Step 5 A session on treatment ought to include: 1. 2. 3. 4. 5.

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Subject Matter Knowledge

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NNT

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NNT

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What Makes a Good Teacher? Eager, fiery, energized Highly proficient in their general vicinity of ability Maintains that information base Lifelong learner

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What Makes a Good Teacher? Great instructors are 'classroom scientists' Experiment with showing systems

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What Makes a Good Teacher? Keep what works Discarding what doesn't

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What Makes a Good Teacher? Continually re assessing and being assessed

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This week Reflection and Discussion Do you think about your practice? As an aftereffect of this reflection do you modify your approach? What amount do you impart great practice to associates?

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The Real 'Three R's' of Learning R esilient R eflective R esourceful

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FAQ: How Long … ? Capable? Rapidly Mastery? Lifetime Human aptitude takes >10,000 hours, >10 years → Deliberate practice

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Thank you Coffee Small gatherings

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