Transcript Teaching Tips

Teaching Tips for Residents
Learning Objectives
• To Explore some characteristics of good
teachers
• To Review Teaching Tips
• To Learn the 5 Microskills of the OneMinute Preceptor
Characteristics of Good Teachers
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Enthusiastic
Ask Questions
Nonthreatening
Promote self learning
Recognize the needs of the learner
Knowledgable
Orient Your Learners
• You can’t get to your target if you don’t
know where you want to be
• Review Learning Objectives
• Outline expectations
• Assess their needs
• Organize the month/Experience
• Assign responsibilities
Role Model
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Be professional
Have a good attitude
Be on time
Pitch in/lead from the front
Treat everyone with respect
Create a Good Learning
Environment
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Show enthusiasm
Involve your students
Be friendly
Be consistent
Ask questions in a non-threatening way
Put Forth an Effort
• Take the time to teach!
• Give students assignments when things
are busy
Teach What You Know
• Students need to know how to present,
how to write orders, how to examine
patients, how to read chest x-rays, how to
replace K+, where the bathroom is, etc.
• Recognize that you learn by teaching
Give Feedback
• Feedback is absolutely crucial for
improvement
• Let your team know what they are doing
well and where they can improve
Pitfalls in Clinical Teaching
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Taking over the patient/case
Inappropriate lecturing
Insufficient “wait time” on questions
Leading questions
-”Could this be pneumonia?”
• Pushing Past Ability
Teacher Reasoning and Action
• Diagnose the Patient
• Diagnose the Learner
1. Get a commitment
2. Probe for evidence
• Teach
Teach general rules. Provide feedback.
Correct mistakes.
FIVE-STEP MICROSKILLS MODEL
OF CLINICAL TEACHING
• The One Minute Preceptor
• This is one technique to recognize
teaching within time constraints
FIVE-STEP MICROSKILLS MODEL
OF CLINICAL TEACHING
1. Get a Commitment
2. Probe for Supporting Evidence
3. Teach General Principles
4. Reinforce What was Done Well
5. Correct Mistakes
FIVE-STEP MICROSKILLS MODEL
OF CLINICAL TEACHING
• Step One: Get a Commitment
– “What do you think is going on with
this patient?”
– “What would you like to do?”
– Even a hunch or guess is better for
learning than no commitment.
FIVE-STEP MICROSKILLS MODEL
OF CLINICAL TEACHING
• Step Two: Probe for Supporting
Evidence
– “What led you to that diagnosis?”
– “Why did you choose that follow up
test?”
– Helps teacher identify what the
learner does and does not know.
– Must not be intimidating or
antagonistic
FIVE-STEP MICROSKILLS MODEL
OF CLINICAL TEACHING
• Step Three: Teach General Rules
– “Reactivation TB is more commonly
an upper lobe process.”
“Small cell lung cancer is typically
centrally located.”
– Can skip if learner already knows
general principles.
FIVE-STEP MICROSKILLS MODEL
OF CLINICAL TEACHING
• Step Four: Reinforce What Was
Done Right
– “It was good that you considered the
patient’s smoking history when you
read the chest x-ray.”
– Must reward specific competencies.
FIVE-STEP MICROSKILLS MODEL
OF CLINICAL TEACHING
• Step Five: Correct Mistakes
– Have them self-critique first.
– Best done in private. Be specific.
– “Actually, the most common
pneumonia in HIV patients is Strep
pneumoniae.”
Learning Objectives
• To Explore some characteristics of good
teachers
• To Review Teaching Tips
• To Learn the 5 Microskills of the OneMinute Preceptor