Transcript Teaching Teachers to Teach Clerkship Retreat May 8th, 2006 Eva Metalios, MD Hanah Polotsky, MD.

Teaching Teachers to Teach
Clerkship Retreat
May 8th, 2006
Eva Metalios, MD
Hanah Polotsky, MD
Introductions
Objectives
• To consider Qualities of Excellent
Teachers
• To explore how to find a Teachable
Moment
• To enhance Skills to Teach around the
Teachable Moment
Workshop Background
 Sharpening the Saw: Becoming better
teachers
Phillip Sarkin, MD
University of Buffalo
 A five Steps “Microskills” Model of Clincal
Teaching
Jon Neher
Valley Family Medicine Washington
 Teaching the One-minute Preceptor
David M.Irby, PhD
University of Michigan
Your Finest Teacher
Cow Philosophy
Your Finest Teacher
• Who is your finest teacher?
• What were the characteristics
that made this teacher excellent?
Ten Tips to Becoming a Better Teacher
1. Consider your goals and objectives, and
communicate them to your learner
2. Discover enthusiasm for your subjects
and your learners
3. Take your teaching and their learning
seriously – plan, teach, reflect
4. Rediscover your sense of humor
5. Make your learner as active as possible
Ten Tips to Becoming a Better Teacher
6. Be respectful of your learners
7. Promote self-directed learning
8. Provide feedback - frequent, timely,
constructive
9. Admit your limitations - relearn to say
“I don’t know”
10. Make your teaching and their learning fun
Opportunities to Teach
The Case of the Painful Ear
FIVE MICROSKILLS FOR CLINICAL TEACHING
DIAGNOSE
PATIENT
DIAGNOSE LEARNER
1. GET COMMITMENT
2. PROBE FOR EVIDENCE
TEACH
3. PROVIDE POSITIVE
FEEDBACK
4. TEACH GENERAL
RULES
5. CORRECT ERRORS
FIVE MICROSKILLS FOR CLINICAL TEACHING
1.
GET A COMMITMENT
“What do you think is going on?”
2.
PROBE FOR SUPPORTING EVIDENCE
“Why do you think this is the case?”
3.
REINFORCE WHAT WAS RIGHT
“You did a good job with…”
4.
CORRECT MISTAKES
“Next time try…”
5.
TEACH GENERAL RULES
“The take home points are…”
Teaching the One-minute Preceptor
Design: Randomized controlled trial
Objective: Evaluate the effect of teaching
the OMP on residents teaching skills
Participants: n = 57 2nd & 3rd year residents
Intervention: 1 hour session - 15 min lecture,
20 min role play, and 15 min discussion
Furney SL, et al. J Gen Intern Med 2001;16:620-624
Teaching the One-minute Preceptor
Primary Outcome: change in student
ratings of residents OMP teaching skills
Secondary Outcome: residents self
report of pre- and post- intervention use
of teaching skills
Furney SL, et al. J Gen Intern Med 2001;16:620-624.
Survey Items from the Student Evaluations of Resident
Teaching
Furney SL, et al. J Gen Intern Med 2001;16:620-624
Mean change in OMP Teaching Ratings
Change in
Teaching
Ratings
Survey Questions
Furney SL, et al. J Gen Intern Med 2001;16:620-624.
Teaching the One Minute Preceptor
 Learners assigned to intervention reported
statistically significant changes in teaching
behaviors
 87% of residents reported intervention as
useful or very useful
 Student ratings of teacher performance
showed improvement in teacher skills
 Learners in the intervention group reported
increased motivation to do outside reading
Furney SL, et al. J Gen Intern Med 2001;16:620-624
Five Microskills for Clinical Teaching
1. GET A COMMITMENT
2. PROBE FOR SUPPORTING EVIDENCE
3. REINFORCE WHAT WAS RIGHT
4. CORRECT MISTAKES
5. TEACH GENERAL RULES
TEACHING TEACHERS TO TEACH
WHAT MAKES A GOOD TEACHER?
WHAT IS MY TEACHING STYLE?
HOW CAN I APPLY WHAT HAS BEEN
DISCUSSED TODAY TO TEACHING IN MY
OWN WORK SETTING?
Why Alien Abductions and Examinations Stopped
“…also, while I’m here. I’ve got this pain in my back and a ringing in my ears. I’m telling you, sometimes
I can’t hear myself think, which, I guess, is all right, because I can’t remember a thing.
Nothing I eat agrees with me, and I’m constipated. Now let me tell you about my knees…”