Teaching a skill


Over the last month I have revisited the teaching on the run series initiated by Fiona Lake and colleagues. The fourth article focuses on teaching a skill while in the clinical environment. The original article was written for medical colleagues, however, it is applicable for any health professional learning in the workplace.

Lake and Hamdorf (2004) discuss the advent of a variety of methods and tools to assist with skill acquisition and the transference of this ability into the clinical experience. The authors discuss the importance of skills being more than tasks that to be undertaken competently require communication, knowledge and skills.

Lake and Hamdorf(2004) describe the four-step approach to teaching skills. These are: demonstration; deconstruction; comprehension; and performance. This process enables the learner to construct the skill in manageable chunks, while being provided with the opportunity to reinforce their learning by performing the activity and describing the process to the teacher. Structuring the session using the method of set; dialogue and closure outlined a couple of weeks ago on this blog provides a framework for learning and teaching in the health care environment. Lake and Hamdorf (2004) also discuss how to manage this process in practice with a patient or in collaboration with other learning objects or tools as well.

If you have any comments about teaching a skill within the professional experience environment, you are welcome to post them here or join me on Twitter @PEPCommunity.

 

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