the program will start promptly at 2:15 pm for technical assistance please contact tech support at...
TRANSCRIPT
The program will start promptly at 2:15 PM
For technical assistance please contact Tech Support at 404-969-0387 or email at [email protected]
Faculty Development: Part 1 Teaching Tips for the
Clinical Setting
Augusta, GA
December 3, 2008
T. Andrew Albritton, MDT. Andrew Albritton, MDMedical College of GeorgiaMedical College of Georgia
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Incorporating Learners into a Busy Incorporating Learners into a Busy Clinical PracticeClinical PracticePlan aheadPlan ahead
– Letter welcoming students to your practiceLetter welcoming students to your practice– Written expectationsWritten expectations– Schedule time for teaching and feedbackSchedule time for teaching and feedback
OrientationOrientation– StaffStaff
Establish guidelinesEstablish guidelines
– PatientsPatients– StudentStudent
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Incorporating Learners into a Busy Incorporating Learners into a Busy Clinical PracticeClinical Practice
First dayFirst day– Introduce students to staffIntroduce students to staff– Review expectations and clerkship objectivesReview expectations and clerkship objectives– Determine how the students will introduce Determine how the students will introduce
themselves to patientsthemselves to patients– Shadow Shadow Model Model Function Independently Function Independently
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Incorporating Learners into a Busy Incorporating Learners into a Busy Clinical PracticeClinical PracticeThink of ways the student save you timeThink of ways the student save you time
– Write prescriptionsWrite prescriptions– Phone follow-upPhone follow-up– See work-in patientsSee work-in patients– Triage patientsTriage patients
You are not responsible for the students You are not responsible for the students 24/724/7– Develop 4 day precepting weekDevelop 4 day precepting week
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Preceptor’s ResponsibilitiesPreceptor’s Responsibilities
Treat the patientTreat the patientDiagnose the learnerDiagnose the learnerTeach the learnerTeach the learner
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Treating the PatientTreating the Patient
The easy way: The easy way: Do it yourselfDo it yourselfHave the student watch you…Have the student watch you…
– Take a historyTake a history– Perform a physical examPerform a physical exam
Have the student listen to your…Have the student listen to your…– AssessmentAssessment– PlanPlan
Advantages/disadvantages?Advantages/disadvantages?
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Treating the PatientTreating the Patient
The better way: The better way: Let the learner try firstLet the learner try firstAllow the student to evaluate and present Allow the student to evaluate and present
the patientthe patientAdvantages/disadvantages?Advantages/disadvantages?
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The ChallengesThe Challenges
Teaching time is limitedTeaching time is limitedClinical demands are significantClinical demands are significantNo two learners are alikeNo two learners are alike
– Different levels of knowledge and skillsDifferent levels of knowledge and skills– Different attitudesDifferent attitudes– Different learning stylesDifferent learning styles– Different prior experiencesDifferent prior experiences
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Teaching and Clinical DemandsTeaching and Clinical Demands
Make the student Make the student more efficientmore efficient– Establish clear expectationsEstablish clear expectations
Verbally and in writingVerbally and in writing
– What do you expect from a good student?What do you expect from a good student?
Provide guidelinesProvide guidelines– Oral presentationsOral presentations– Medical DocumentationMedical Documentation
Give examplesGive examples
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Diagnosing the LearnerDiagnosing the Learner
It’s like primary care, you don’t have to do It’s like primary care, you don’t have to do everything in one visiteverything in one visit
Preceptors can easily overwhelm learners Preceptors can easily overwhelm learners with information with information
Students can only retain small amounts of Students can only retain small amounts of informationinformation
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Diagnosing the LearnerDiagnosing the Learner
It’s easy: Ask 3 simple questions!It’s easy: Ask 3 simple questions!WHAT do you think is going on?WHAT do you think is going on?WHY do you think so?WHY do you think so?WHAT do you want to do?WHAT do you want to do?
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The Three W’sThe Three W’s
Provides learner with an incentive to think Provides learner with an incentive to think and apply knowledgeand apply knowledge
Provides the preceptor with information Provides the preceptor with information about what the learner knows or does not about what the learner knows or does not know.know.– Areas for teachingAreas for teaching– Areas for feedbackAreas for feedback
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Diagnosing the Learner: WhatDiagnosing the Learner: What
Ask the learner to make a commitment or Ask the learner to make a commitment or decisiondecision– DiagnosisDiagnosis– Course of actionCourse of action– Treatment planTreatment plan
Ask open-ended questionsAsk open-ended questions– What do you think is going on?What do you think is going on?– Do you have an explanation for the patient’s Do you have an explanation for the patient’s
symptoms?symptoms?
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Diagnosing the Learner: WhyDiagnosing the Learner: Why
Ask the learner for evidence to support Ask the learner for evidence to support her/his commitmenther/his commitment
Have the learner “think out loud”Have the learner “think out loud”– Insight into problem-solving skillsInsight into problem-solving skills
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Diagnosing the Learner: WhatDiagnosing the Learner: What
Ask the learner what s/he wants to do to Ask the learner what s/he wants to do to take care of the patienttake care of the patient
Ask the learner to provide other diagnostic Ask the learner to provide other diagnostic or treatment possibilities with supporting or treatment possibilities with supporting evidenceevidence
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Teaching the LearnerTeaching the Learner
Identify key points for emphasisIdentify key points for emphasis– One or two teaching points per patientOne or two teaching points per patient– Based teaching on the Three W’sBased teaching on the Three W’s
Link key points to a relevant teaching point Link key points to a relevant teaching point for the student to learnfor the student to learn
Reflection: Ask the student what 2 things Reflection: Ask the student what 2 things s/he learned that days/he learned that day
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What should you teach?What should you teach?
Curriculum Goals & Objectives– Knowledge
Differential diagnosisTreatmentManagement
– SkillsHistory takingPhysical examPresentationsMedical Documentation
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What should you teach?What should you teach?
AttitudesAttitudes– Ability to assume responsibilityAbility to assume responsibility– AccountabilityAccountability– PunctualityPunctuality
BehaviorsBehaviors– ProfessionalismProfessionalism– Communication skillsCommunication skills– Interpersonal skillsInterpersonal skills
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Take Home MessagesTake Home Messages
Students are most interested in learning Students are most interested in learning when the content is relevant to theirwhen the content is relevant to their– Immediate needs: tests, evaluationsImmediate needs: tests, evaluations– Long-term needs: career goalsLong-term needs: career goals
By emphasizing the relevance of what you By emphasizing the relevance of what you teach, students become more motivated to teach, students become more motivated to learnlearn
Assessment drives learningAssessment drives learning
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Q&A
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