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After going through this Padlet you will be able to:

1. Describe the key features of a pragmatist learning style.

2. Use the key features of the pragmatist learning style to generate a lesson plan on how to teach breaking bad news.

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Watch the video below to learn about the different learning styles.

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Leave a comment below about which of the styles suits you the best and why?

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How much have you learnt about the Honey Mumford Learning Styles?

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How much have you learnt about the Honey Mumford Learning Styles?

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Take a quick quiz below to find out!

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Honey and Mumford Learning Styles - Who did what?

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As someone learning to swim: Jump into the pool first and think

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- Prefer concepts with practical applications
- Enjoy experimenting with new ideas
- Generally learn best through case studies, discussions and problem solving

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Another way to group learning styles is the VAK classification.

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Why do you think it is important to group people based on their learning styles?

Think about your own learning style, what works well for you and what doesn't work at all?

Can you remember a time when your learning style clashed with another person's? What made your learning styles incompatible?

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Thinking about the VAK classification of learning styles - Visual, Aural and Kinesthetic

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Thinking about the VAK classification of learning styles - Visual, Aural and Kinesthetic

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What type of learner do you think a Pragmatist would be likely to fall under?
What type of VAK learner would you classify yourself as?

Leave a comment on your thoughts below.

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Tips for gearing a lesson towards Pragmatists

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Tips for gearing a lesson towards Pragmatists

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1. Utility
Lessons taught should be applicable to the student

2. Maintaining Interest
Intersperse activities students are interested in doing e.g. discussions with others

3. Experiential
Project-based, practical lessons that allow hands-on learning

4. Integrated
Real-life problems typically bridge between various topics, ideal to include such examples in lessons

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Scoresheet to give to students, has space for both their first and second attempt so they can track improvements.

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Scoresheet to give to students, has space for both their first and second attempt so they can track improvements.

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Number of Students: Between 16-20.
Resources needed:
Printed copies of the 4 scenarios and score-sheets (see separate tiles). Enough for one each.
Duration: 45mins

Timeline:
0-10mins - Starter Activity
- Hand each student a scenario and score-sheet upon entry and group them into pairs.
- Divide each pair into doctors and patients and give them 5mins to break the bad news scenario to their patient.
- the patients should score the doctor using the score-sheet.
- after 5 mins, the pairs should role reverse.

10-20mins - Feedback Session
- Group discussion to ask the groups how they felt it went, what they did well, badly. Sharing the score-sheet of their pair.
- Use the discussion to teach key points and techniques for breaking bad news.

Things to include:
1. Structure
2. Language
3. How to show Sympathy/empathy
4. Giving space and breaks
5. Body Language
6. The amount of information conveyed

20-30mins Demonstration
The session leaders should demonstrate how to break bad news well and ask the group to feedback what it was that they did well.

30-40mins Practice
- Divide back into pairs and complete a second round of scenarios and scoresheets.

40-45mins Summary
- Group discussion on whether they felt that the session made them more confident at breaking bad news.
- Summarise the key points they should have learned.
- Encourage further practice and other resources available to them - e.g. videos on padlet.

Evaluation

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For the students:
1. You are the consultant in charge on an evening shift. James, a 58 year old man, is brought to A&E by ambulance following a collapse at home. He complained of severe abdominal pain before his collapse. On examination he has a large pulsatile mass and imaging shows a ruptured AAA. Surgery was initiated but he died during the procedure and could not be resucitated. His wife is in the relatives room awaiting an update. You have 5 minutes to break the news to her.

2. Amy, a 40 year old woman, has been referred from her GP after noticing a breast lump. She has had triple assessment at her local breast clinic and the results show an invasive ductal carcinoma with metastases to the local axillary lymph nodes. You are the consultant in charge of her care, and she has just walked into your clinic room. She is very anxious as her mother and sister have both passed away recently from breast cancer. You have 5 minutes to break the news to her.

3. You have been seeing Joe in your Neurology clinic recently as he complains of mood changes and involuntary movements. He has told you that his father and grandfather suffered from similar problems although this was put down to old-age. Genetic testing reveals a diagnosis of Huntington's disease. He has come into your clinic awaiting the results, although he is an rush to leave as he has a family lunch he needs to attend. You have 5 minutes to break the bad news to him.

4. Emma has come into hospital for her delivery. You are the paediatric consultant on rotation and your SHO informs you that Emma's baby has shown increased levels of immunoreactive trypsin on the newborn heel-prick test, indicative of Cystic Fibrosis. Further chromosomal testing confirms the diagnosis. Emma and her husband, John, are calmly waiting in the transitional care unit and ready to go home. You have 5 minutes to let them know of the diagnosis.