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Teaching Styles
Michael Stander, Pharm.D
Basic Principles
 
Although there are different teaching styles (and we
often may use a combination of more than one), there
are basic principles that apply to all styles
 
Do not over teach:
 
Students can only learn so much over a 6 week rotation. The more
information you give them the less they will retain.
Students learn by repetition. Ask them questions on assignments
that they may have had 1-2 weeks ago.
 
Repetitiveness is good.
 
 
Set aside time for questions and answers emphasizing that
there are NO DUMB QUESTIONS .
 
At least once a week for 15 minutes can be extremely helpful.
Basic Principles (continued)
 
If you give a student an assignment, be specific on
what you want them to learn.
 
If you ask them to read a 50 page chapter in a book, be
specific on the important points that you want them to
learn.
 
Try and incorporate critical thinking: Critical thinking
is the ability to solve problems. There are different
methods of teaching critical thinking.
 
One method is to have a student to evaluate a patient that
does not yet have a diagnosis and ask them to make the
diagnosis. This involves all of the positive aspects of
critical thinking.
Basic Principles (continued)
 
Critical thinking (continued)
Debating helps establish critical thinking
 
Point Counter Point
 
Journal Clubs
 
One-minute preceptor
 
Case evaluations
 
Basic Principles (continued)
 
Feed back. Try and make this constructive. Pointing
out the positive along with what can be improved
upon. Make sure you show them how to make the
improvements.
 
 
 
Set aside a time for feed back so there is time for a
discussion.
Immediately following a presentation is a
good time.
Asking the student to critique themselves is often a good
way to start.
What do you think went well and what could
you have improved upon?
Start with the positive and then go to want can be improved
upon.

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