Mary Berry, the UK’s queen of baking, is back on television. The esteemed presenter has a depth and breadth of knowledge well beyond the majority of our capabilities. We therefore expect that we can and will improve by watching her in action, explaining what she is doing and why.
So do your cakes, buns or pies turn out just like Mary’s?
For most of us, the answer is a disappointing no. Though we may well deliver a reasonable effort, making genuine improvement in the quality of what we produce can be frustratingly elusive. “What’s that got to do with being a doctor?” you may ask. Well we’ll come to that in a moment.
Not long ago TV was full of teaching programmes: how to cook like a master; paint a beautiful picture; how to redecorate your home. In recent years, such programmes have diminished to a trickle. Our viewing choices have switched from direct tuition to watching others taking on challenges: Masterchef; Grand Designs; even The Great Pottery Throw Down! Much of the teaching has moved online. YouTube has multiple teaching sessions on almost any subject you might think of – as well as some that you might not!
Why the change?
Broadcasting is an excellent medium for entertainment or for transferring information. Information includes facts, process or opinion. Great examples from television include News at Ten, Question Time or any documentary involving David Attenborourgh. It is a highly efficient method of ensuring that large numbers of people receive the same message in the same manner. In teaching broadcasting often arises as lecturing, demonstrations and giving opinion to less senior colleagues. These approaches, however, have their limitations.
Pure one-directional broadcasting makes no effort to checking what has been understood, what is believed or what the learner is capable of. For learners, developing ability to utilise information typically requires some form of activity. To this end, television and radio are increasingly striving for interaction with the audience, often via social media. Our own online courses generally focus on introducing theory before encouraging practice or reflection. For example, Teach the Teacher Online guides you to develop a teaching plan of your own. Healthy Teams in Healthcare, another of our online courses, utilises a structured set of questions which guides you to reflect on your interactions with your team members.
The relevance to teaching as a doctor
We regularly meet doctors on our Teach the Teacher Courses who initially struggle to think beyond broadcasting. Their personal recollections of being taught are typically by an all powerful, opinionated lecturer or demonstrator. It is a rewarding moment when they finally experience true engagement with their learners. At this point they discover new ways to assess progress and provide assistance which is personalised. There are benefits for both teacher and student.
So if your cakes aren’t turning out just like Mary Berry’s its likely that need something other than to watching more broadcasts. You will benefit far more from someone watching your technique, discussing it with you, giving you direct coaching or personalised tips. And it doesn’t need to be Mary who does it. Just someone with the skill level required to support your learning.
So can anyone help me with my pancakes please?
