Transcript Pearls from the Panel Discussion (PowerPoint)

Effective and Efficient
Outpatient Clinical Teaching - a
Primer and Panel Discussion
Faculty/Resident Teaching
Development Session
12/21/06, Meyer 1-191
Hosted by the Department of
Neurology and the Dean’s Office
Outpatient Teaching Pearls
Thoughts from a Panel Discussion
moderated by
David E. Newman-Toker, MD
Neurology Clerkship Director
Prep (& Drape) the Patient
• Justin C. McArthur, M.B.B.S., M.P.H.
Chairman, Department of Neurology
• By greeting the patient in the waiting room
with the student, you get a “quick-look”
diagnosis, and an opportunity to set
expectations for the patient and the
encounter. The patient will be happy when
those expectations are met.
Work the Down Time
• Eric H. W. Kossoff, M.D.
Associate Director, Pediatric Neurology
Residency Program
• Use those “wasted” moments on the way
to check in, back from check out, etc. to
“check in” with the student about the case.
Convert otherwise “dead air time” into
educational work product.
Wink, Wink, Nudge, Nudge
• Thomas O. Crawford, M.D.
Associate Professor, Pediatric Neurology
• Make the patient an insider trader and coconspirator in the trainee’s education; begin with
a wink and a nod that they’re “in the know” when
you leave with the trainee to talk about the case
(e.g., explain to them that you don’t want to put
the trainee on the spot in front of them).
We’re All Snowflakes
• Vinay Chaudhry, M.D.
Vice Chair Clinical Affairs, Department of
Neurology
• Every student is unique, and every
encounter is unique. Stay aware of the
educational process. Read the student
and the patient, and adjust your
educational strategy accordingly.
Make a Lasting Impression
• Patricia A. Thomas, M.D.
Associate Dean for Curriculum, JHUSOM
• You never get a second chance to make a
LAST impression. The patient wants and
needs closure. Make sure you secure
some private one-on-one attending time
so they feel they’ve had your undivided
attention before they go.