Micro Teaching - Workshop

WORKSHOP
SPEAKER :- MAJ JEEJA JOHN

GUIDE :- MAJ LINCHU P GEORGE
DEFINITION OF WORKSHOP
An assembled group of 10 – 25 persons who share

a common interest or problem. They meet together
to improve their individual skill of a subject
through intensive study, research, practice and
discussion.
(From the Text Book of Nursing Education,1e, By Shebeer P Basheer)
AIM OF WORKSHOP
 To provide training to participants by presenting
presenters who are experts in their fields. It’s a
room for discussion and problem – solving.
PURPOSES OF WORKSHOP
 Provide new information and knowledge to participants.
 Improve the expertise of each individual who attends.
 Provide learning situations based on interest and need of
participants.
 Give individuals an opportunity to rceive help from other
participants & resource people.
CHARACTERISTICS OF WORKSHOP
► A mix between studio practice and a lecture.
► A hands – on experience for the participants.
► Participants learn new skills or techniques which can be utilized in
their day to day life.
► Involves a small group of students (usually between 5 and 30)
► Workshops are designed to enhance the students' practical skills.
► Interactive in nature
► Session lasts from a few hours to a few days.
OBJECTIVES OF WORKSHOP
PRINCIPLES OF WORKSHOP.
♠ All learners should set a goal and achieved during the

workshop.
♠ It needs to motivate the learners in workshop.
♠ Make the effective teaching learning process.
♠ Workshop should promote cooperation among team members.
♠ It should be towards the positive attitude.
♠ Team Spirit.
ORGANIZATION OF THE WORKSHOP
The organization of the workshop can be divided in two phases;

→ Pre- active phase and
→ Active phase
THE PRE-ACTIVE PHASE

• Step 1: Define the Goals
• Step 2: Decide the Target Group
• Step 3: Select the Right Location
• Step 4: Prepare an Agenda
• Step 5: Develop a Follow-up Plan
ACTIVE PHASE
 First Stage.
 Second stage.
 Third Stage.
 Follow up:
ROLES IN WORKSHOP METHOD
 Role of Organizer of the Workshop Technique.

 Role of Convener in First Stage.
 Role of Experts or Resource persons
 Role of Participants or Trainees.
ADVANTAGES OF WORKSHOP METHOD
It can be use to realize the higher cognitive and psychomotor objectives.
It is used for developing and improving professional efficiency.
It provides the opportunities and situations to develop the individual
capacities of a teacher.
.The workshop method enables instructors to function as the “guide on the
side,” rather than as a “sage on the stage.”
ADVANTAGES OF WORKSHOP METHOD
(contd-)
It develops the feeling cooperation and group work or team work. .
The workshop method helps the instructor create an environment in which
the learner is more likely to be involved and motivated.
The workshop method focuses on participatory, hands-on learning; small-
group activity and problem solving; pair and small-group discussions; etc.
It provides the situation to study the vocational problems.
It introduces new practices and innovations in Education.
LIMITATIONS OF WORKSHOP METHOD
1. The workshop cannot be organized for large group so that large number of persons are
not trained.
2. Participants do not take interest in practical work or to do something in productive form.
3. Generally follow up are not organized in workshop technique.
4. It requires a lot of time for participant and staff.
5. A large number of staff members are needed to handle participation.
6. It demands special facilities or materials.
7. It is expensive.
RESEARCH ON EFFECTIVENESS OF
WORKSHOP METHOD
• Karim HM, Yunus M, Bhattacharyya P, Ahmed G. Comparison of effectiveness of class
lecture versus workshop-based teaching of basic life support on acquiring practice
skills among the health care providers. Int J Crit Illn Inj Sci. 2016 Apr-Jun;6(2):61-4.
doi: 10.4103/2229-5151.183018. PMID: 27308252; PMCID: PMC4901828.
• There were 55 participants in lecture-based teaching and 50 in workshop-based
teaching group. There is no statistical difference in recognition of arrest, checking pulse,
and starting chest compression. Though more than 83% of lecture-based teaching group
has started chest compression as compared 96% of workshop group; only 49% of the
participants of lecture-based group performed quality chest compression as compared to
82% of other group. The workshop group also performed better bag mask ventilation and
defibrillation.
WORKSHOP METHOD
• Dilara K, Padmavathi R, Maheshkumar K, Anandan S, Vijayaraghavan PV.
Evaluation of workshop on teaching skills for medical postgraduates
(Ramachandra Annual Postgraduate Teaching Skills). J Educ Health Promot. 2021 Aug
31;10:292. doi: 10.4103/jehp.jehp_449_20. PMID: 34667792; PMCID: PMC8459855.
Results: There was a significant learning by the postgraduates on various medical
education principles as evidenced by significant improvement in the posttest scores
Feedback regarding the general aspects of the workshop showed that 92% of the
participants felt that the contents of the workshop suited their learning. Eighty-four
percent of the participants opined that the presentations of the sessions were good and
91% felt that time management was good.
WORKSHOP METHOD
• Dhananjaya, S. Y., & Nusrath, A. (2018). Effectiveness of a
microteaching workshop designed to improve the teaching
performance of post graduate medical students. International Journal
of Research in Medical Sciences, 6(6), 1982–1985.
https://doi.org/10.18203/2320-6012.ijrms20182273
Results: Hundred percent of the participants felt the workshop was useful.
They also felt that feedback given during the session was most useful to
improve their teaching skills.

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WORKSHOP

SPEAKER :- MAJ JEEJA JOHN

An assembled group of 10 – 25 persons who share

♠ All learners should set a goal and achieved during the

The organization of the workshop can be divided in two phases;

THE PRE-ACTIVE PHASE

 Role of Organizer of the Workshop Technique.

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