A pilot study using microteaching compared with a traditional group method.


	Practical Skills Teaching
	A model, based on the psychomotor taxonomy (Dave, 1975), for teaching practical skills was utilized. The model consists of the following:
	• Overview of task to be carried out
			This should be short as the students should arrive prepared
	• Demonstration of skill with full explanation
			This is what we do best, as instructors demonstrating is our ‘bread & butter’
	• Peer Demonstration
			The benefit of a ‘peer’ demonstration is that it give you the opportunity to deal with any misconceptions the group still foster as well as allowing the students to witness one of their own carrying out the task thus eliminating the ‘you made it look so easy’. It also lets the students see the task being carried out for a second time , reinforcing the learning.
	• Students carry out the task
			All the students now carryout the task in hand with the tutor present to deal with any difficulties, this is made easier with the small numbers of students involved.
	• Feedback session
			Underplayed but very important part of the whole skills training session. Students need to receive feedback both formally and informally. This will help them to begin the process of reflecting on their own performance and modelling ways to gain improvement.