Practical, Interactive ICU Teaching
One of the Advanced Trainees in ICU delivers teaching every Wednesday morning to all junior ICU medical staff.
The program is designed to be interactive and hands-on – no dry didactic lectures, but practical, useful ICU topics.
There are some Rules of Engagement, known as The Ten Commandments – see below..
Advanced Trainees – please see the roster below so that you can prepare your session well in advance. Feel free to contact your friendly supervising Education Fellow or Specialist for help and advice.
All JMOs – if you are sent some pre-teaching material, please take a look at it!
When and Where?
Trainee teaching starts at 7.30am PROMPT every Wednesday morning in the ICU Conference room, and runs until 8.30am at the LATEST.
Please be on time so we can finish on time. Your colleagues coming off night shifts will be eternally grateful to you.
Breakfast is provided!
The Ten Commandments
1. Powerpoint presentations are banned. Yes, banned. No Powerpoint presentations.
2. Multimedia is good. You may use the projector to show a video, a website, a photo or a diagram which is integral to your talk. But see rule 1.
3. This means you need to know your subject.
4. If you don’t want to talk all the time: lead a discussion, involve your audience or run a quiz – we have an Audience Response System you can use
5. Use simulation if you can (your friendly supervisors will help you).
6. Get them on their feet.
7. Bring equipment into the session. Get their hands dirty.
8. Flip the classroom – make a video, podcast, or just record audio onto a short stimulating presentation (Powerpoint is allowed here), and send it to the learners the week before. It will make the session fly. See here for more information
9. You might want to collaborate with the other person doing the same subject the following week.
10. See links below for resources relevant to your session and on teaching in general
Trainee Teaching Roster
1. Prober CG, Heath C. Lecture Halls without Lectures — A Proposal for Medical Education. New England Journal of Medicine. 2012;366(18):1657-1659.