teacgigIf you’re having trouble with teaching practical skills to more junior scientists or if you’re new to this, you should try my “3 Rounds Rule”. Actually, a good friend and ex-colleague came up with it (kudos, Anto!) but I have applied it countless times and it works like a charm!
During the first round I demonstrate and they watch. During the second round they do it and I am right beside them, ready to move in and assist myself if they have problems. During the third round they do it all by themselves and I make sure I am available for questions. From then on, unless there is some exotic trouble they don’t know how to deal with, they are on their own.
I understand of course that this doesn’t apply when you have to teach something particularly complex, like heart transplantation, but you get the gist.
I have some tweaks and twists for each round and some reasoning behind the rule so that you can adjust it to the level of difficulty of the material you teach. For example, before I show someone a method in the lab, I make sure they need to use it soon. If my supervisor asks me to casually show someone something in the lab because they might need it in 6 months, I refuse to do it. I have seen many students, or even more experienced scientists, forgetting hands-on methods they did learn already but moths before they actually needed them. So, as a friendly tip, make sure your student will apply the method very soon after you demonstrate it to ensure the maximum use of your time and theirs.
Another friendly tip for those of you who teach hands-on methods; refrain from teaching your students a hands-on method by using important materials or samples of yours. I know it’s extra time to organize a “mock” experiment but if it’s possible, I strongly recommend it. If your student messes up something important of yours, you will feel resentment and you might be more reluctant to keep on teaching them or take on new students. So, make sure your work is 100% protected from rookie mistakes that are bound to happen.
Round 1: I do, they watch
Before I demonstrate the technique, I provide the student with a protocol and we have a long talk. Depending on the timing and complexity of the technique, we might have a talk a few days before the demonstration so that the student has time to study. During the long talk we discuss the principles of the method and all the steps we will follow with as much detail as possible. At this point I do not offer theoretical troubleshooting. It’s only about the basics. While demonstrating for the first time I ask my students to look at me. There is no note-taking when I am working. If there is a gap and they want to write something down, they can do it then. Once the first demonstration is over, I ask the students to write down everything they think they will need to remember and is not on the protocol I provided. In many occasions I double-check these notes.
Round 2: They do, I watch
The second time, I ask my students to describe to me in bullet points the steps they will take before they start working on the bench. This works as a memory refresher and it helps them organize their workspace if they haven’t done it beforehand. If you feel like it, you may throw in a few questions to make sure the student has understood the method properly and knows exactly what to do and why. I find that if the ”why” behind each step in a method is understood properly, then the person is more likely to respond correctly if troubleshooting is required.
Round 3: They do and they watch
The third time I make a basic check to make sure the student still remembers everything and has prepared all that’s necessary, and I make myself scarce. I am in the lab and I answer questions or doubts but I don’t watch. Breathing over your student’s shoulder is a bad idea. Let them work and let them make mistakes. That’s how we all learn.
That’s my basic lab protocol-teaching recipe! As a sidenote, it helps if the student is aware of these 3 steps before you start teaching them. It makes them pay attention when it matters and they also know what to expect.
REMEMBER: Be patient, don’t freak out if mistakes are made and most importantly, don’t forget your own early days and how many mistakes you made along the way… Good luck!
