Preparation of teachers and tutors

An essential part of preparing a workshop is the specific preparations of the teaching staff. According to the defined aims and learning outcomes of the respective workshop, teachers and tutors should plan their sessions, irrespective of the type of workshop. Table 2 covers the organizational preparation for teachers and tutors. A blank template is provided in Appendix 2 and 3 which can be used to plan individual sessions.

Table 2: Teachers’ organizational preparation

Duration of event and number of participants

  • Teaching and allowing for hands-on practice takes time. This has to be taken into account when preparing the schedule and planning the hands-on sessions
  • Use realistic time frames for what you want to teach
  • The more students trying to learn a skill, the longer you need for hands-on practice and for assessment of skill learned (if applicable)
  • Work out how long it will take one student to practice, trouble shoot, and – if applicable – get assessed, and then multiply by the number of students attending

Pre-requisites of participants

Teachers and tutors have to take into account:

  • Basic and specialist qualifications of participants
  • Experience and knowledge of participants
  • Different professions (workshops for one profession only or for teams)
  • Skill mix during workshop
  • Catchment area (local, regional, national, international workshop)

Aims and learning outcomes

The overall aim is specified in detailed learning outcomes
“At the end of this session the participants should be able to:
1) …
2) …
3) …”
Detailed learning outcomes need to be measureable

Preparation of venue

Teachers might have special requirements for lecture halls or hands-on areas

Preparation of equipment

The preparation of endoscopic and technical equipment depends on the subject and technique to be trained

Preparation of staff

Teachers and tutors have to define what type of support they need (e.g. from technical and clinical staff during live demos)

Preparation of Participants

Pre-reading

  • A pre-reading might be helpful to update and harmonize the theoretical background
  • A pre-reading is often obligatory for recognized courses
  • Material for pre-reading should be compiled by the teaching staff in co-operation with the organizer
  • The material has to be distributed to the participants before the workshop. An adequate period of time has to calculated for reading and learning

Schedule

It is helpful to define the activities of teachers and participants in each teaching session and the material required for each time slot (see Table 3)

Assessment

Teachers define the assessment before the workshop (e.g. written or practical exam). The assessment needs to be announced as it might require some learning by participants

Evaluation

Evaluation forms are prepared by the organizers

References / guidelines etc.

Teachers and tutors should be aware of guidelines and relevant laws for the specific topic or technique

Table 3: Example of a teacher’s implementation schedule

Time

Teacher activity

Student activity

Equipment used

 

Introductory talk with expected learning outcomes

Listen and ask questions

e.g. Projector, flip chart, OHP

 

Demonstration and explanation

Observe, ask questions

Relevant equipment
± dummies

 

Supervise practice

Hands-on practice

Relevant equipment
± dummies

 

Review of what has been learned

Discussion

Flip chart

 

Demonstration of trouble shooting
Addressing issues raised by review

Observe, ask questions
Hands-on practice

Relevant equipment
± dummies

 

Assessment (of skills learned)
(only possible for very small groups)

Demonstration of practical skill and relevant knowledge

Relevant equipment
± dummies

 

Summary and conclusion

Listen, ask questions

e.g. Projector, flip chart

 

Assessment and evaluation

See Chapter VI

 

 

Break (coffee / tea, lunch)
(if session is more than 2 hours)

Break (coffee / tea, lunch)
(if session is more than 2 hours)