It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.

1. Choosing a teaching method
appropriate for an objective &
competency
Dr. Hironmoy Roy
MD, MBA, DHM, FAIMER
Asst. Secretary to GoWB
Department of Medical Education

2. Objective
• Classification & description of various TLM
• Advantage & limitations of each
• Appropriateness in setting of various
objectives & competencies- workshop

3. TLM
Classroom teaching
1. Lecture
2. Small Group discussion
3. Seminar/ Debate
4. Role play
Lab based teaching
1. Practical lab
2. Skill lab (including Dissection)
3. Real objects & specimen
4. Model & simulators
Bed side clinics
1. Ward round
2. Case based discussion
3. Case study
E- teaching
1. Distance learning
2. Self-directed learning

4. TLM
Mass Instruction:
Traditional lecture, mass-practical class,
educational broadcasts, film & video presentation
Individualised Instruction:
PBL, mediated self-instruction
Group based Instruction:
Class discussions; PBLs, seminars; group tutorials;
TBL, TAL, PAL, games and simulations; group
projects; etc.

5. TL Method Role of teacher Role of student
Mass-Instruction
(Conventional lecture/
mass-practical-
demonstration class/ video
broadcast etc.)
Traditional expository role.
Controller of all aspects of
Instruction process (style/
content/pace)
Largely Passive.
Practically they are totally
dependent on what they
are getting from the
teacher. Little scope of
interaction.
Individualized learning.
(Directed study of texts,
study of open-learning
materials/ CBL/ Individual
assignments etc.)
Producer/ manager of
learning resource. Tutor &
guide. Provides support,
when required.
Active.
Responsible for own
learning. Individual
students control their own
pace of learning & depth of
study.
In-Group learning.
(Buzz sessions, group
discussions, seminars,
group-project, group-
assignments, games,
tutorials)
Organizer of group activity.
Facilitator of learning
experience.
(supportive role)
Active.
Responsible for own
learning. Strongly
dependent on one
another’s preparation &
interaction.

7. LECTURE
A careful presentation of organized thoughts & ideas
By a qualified person
Serves as good means of introducing a subject
Covers a large group of learners
7
Disadvantages
Learners passive
Not possible to check
learners’ learning

8. 2. SYMPOSIUM
A series of prepared
speeches given by 2-5
experts on various aspects
of a problem under a
chairman.
Talk short & to the point (10-25
minutes)
Audience-passive No discussion between speakers
8

9. symposium

10. 3. Panel discussion
A group of 4 or more persons
Under a moderator (have specific knowledge on
the topic)
Sits at a table in front of audience
Holds an orderly & logical conversation on an
assigned topic
Each member makes a short statement (5 mins),
before exchanging ideas
10

11. Panel discussion

12. Panel discussion
Advantages Disadvantages
Explores a problem/ issue May not be in logical
manner
Gives audience
understanding of various
aspects of problem
May not cover all aspects
Frequent change of speaker
maintains interest
Skilled moderator needed

13. 5. Seminar
• An activity in which a group of persons engaged
in research or advanced study of a subject meet
under general direction of an expert staff
member for a discussion leading to an in depth
study of a problem/subject
• No audience usually
13

14. 6. Group discussion
Small group (5-20 )
Face to face mutual interchange of ideas
More than random unstructured conversation
Has a method and structure
But can be informal & democratic
A problem to be solved/ a decision to be
made
14

15. 7. Workshop
Divided into small
groups
Individuals work
within the group
under a chairman
and recorder
Finally some plan
comes out in
solving a particular
problem
15

16. 8. Programmed Learning
• Instructions utilizing a work book or mechanical
or electronic device
• Help learner in attaining a specified level of
performance
• A method of self learning
16

17. • A significant practical unit of activity having
educational value
• Aimed at one or more definite goals of
understanding
• Involves investigation & solution of problems
17

18. 10. Role play
• Acting out of a
situation for
objective study
by a group
18

19. 11. Problem Based Learning (PBL)

21. 12. Team Based Learning (TBL)

23. Example
Lesson: Anatomy of stomach
Whole class of 15 students are divided in 5 groups/teams
Each team has 5 members- Team A,B,C
In each team,
Every member will get pre-classroom study on the topic.
They will discuss actively among their own team
Will clarify doubts with themselves
Common doubt will be clarified by facilitator
Finally, get bold with the concept of the lesson

24. Team A
A1,A2,A3,A4,A5
Team B
B1,B2,B3,B4,B5
Team C
C1,C2,C3,C4,C5
Team A
B1,C1,A3,A4,A5
Team B
A1, C2, B2,B3,B4,B5
Team C
A2, B2, C3,C4,C5
Gross Anatomy of stomach
Blood Supply of stomach
Histology of stomach
Gross
anatomy
of
Stomach
Blood
Supply
of
stomach
Histology
of
stomach
Gross
anatomy
of
Stomach
Blood
Supply
of
stomach
Histology
of
stomach
Gross
anatomy
of
Stomach
Blood
Supply
of
stomach
Histology
of
stomach

25. 13. Peer Assisted Learning (PAL)

26. Choosing TLM for a particular objective
& level of competency
How to make the matrix?

27. Objective Domain
The student will be able to
enlist the names of
mosquitoes causing different
types of malaria
K
The student will be able to
prepare the peripheral blood
smear & recognize the MP in
it.
S
The student will be able to
make the patient aware to
use the mosquito net.
ATCOM
TL Methods
Lecture
(Chalk-talk/PPT/OHP)
Practical
Drawing of blood
making of smear
staining of slide
recognizing MP
Role play
Video demonstration
Bed side teaching