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Resident as Teacher

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Think of a good resident
teacher you encountered
when in medical school.
What one or two things
made the resident a good
teacher?
Resident as Teacher:
An Introduction
James H. Quillen College of Medicine
PGY I Orientation
June 24, 2005
Bruce Bennard, PhD, Department of Family Medicine
K. Ramsey McGowen, PhD, Department of Psychology
Karen E. Schetzina, MD, MPH, Department of Pediatrics
J. Kelly Smith, MD, Professor Emeritus
Session Objectives
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A) Discuss resident role in teaching
B) Identify characteristics of good
(resident) teaching
C) Introduce proven model(s) of
clinical teaching
D) Describe motivation for teaching
E) Outline additional support for
resident as teacher
Resident Role as Teacher:
пЃ® Significant
пЃ® Important
пЃ® Under-supported
пЃ® Rewarding
(Potentially)
Significant Role:
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Between 40-70% student contact with
instructors is with residents
Percentage higher when “informal”
teaching added
Role model often a form of informal
teaching
Important Role:
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As resident teacher:
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You can have an important, positive impact upon
students
Your knowledge base is considerable and growing
rapidly
You are where your learners want to be (next level)
You are not the expert but you can lead
You can serve as the bridge (facilitate self learning
in students)
You can impede learning (-)
Under-Supported Role:
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Residents rarely are:
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Rewarded for teaching
Given feedback about their teaching
Have input into decisions regarding teaching
and curriculum
Also, resident involvement in evaluation of
learners often inadequate
Support is at hand!
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Resident as Teacher Committee:
Dr. Mary Hooks: Surgery
Drs. Ann Gebka and Janet Drake: OB/GYN
Drs. Bruce Bennard and Mary Stephens: Family
Medicine
Dr. Karen Schetzina: Pediatrics
Dr. K. Ramsey McGowen: Psychiatry
Dr. Susan Sloan: Internal Medicine
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PGY I Workshop (Proposed)
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Resident Teacher Elective (Proposed)
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Rewarding Role (Potentially):
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(Study) 77% of residents report that they
enjoy teaching
Active teaching can gain cooperation from
team members
Teaching enhances/accelerates own
learning
Can enrich relationship with attendings
and faculty around common task
Think of a good resident
teacher you encountered
when in medical school.
What one or two things made
the resident a good teacher?
Characteristics of an Effective
Clinical Teacher
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Be proactive and enthusiastic
Be learner-oriented
Clarify expectations
Be a role model
Be available
Provide effective supervision
Provide specific feedback
Be supportive
SOAP Format
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S: Sample learner’s thinking (focus on specifics)
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O: Observations
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“I observed that...”
“Things that seem to go well are...but you need to work
on...: (be specific)
A: Assessment
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“How did it go?”
“What do you think is going on?”
“What went well?” “What did you have trouble with?”
Tie above sections together
P: Plan
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“Continue to do...; Do more of...; and do less of...”
Find the Feedback
You have just observed a medical student perform an
interview and heard the case presentation. Which of
the following comments would qualify as “feedback”?
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A) That was pretty good.
B) You need to be more complete.
C) Why didn’t you get more family history?
D) Keep up the good work.
E) Don’t be too hard on yourself...most
clerks have trouble interviewing a patient
who is that tangential.
Characteristics of Effective Feedback
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Specific
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What happened and consequences
Limited amount
Suggestions for improvement
Not Judgmental
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