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How to Teach (without losing your mind)

Gretchen Diemer, MD. How to Teach (without losing your mind). Teaching. Who are the best teachers? Why are they good?. By the end of this talk…. You will be a fantastic teacher. (Well, you will at least have heard a lecture on teaching.). How to be a good teacher. Expectations for learner

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How to Teach (without losing your mind)

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  1. Gretchen Diemer, MD How to Teach(without losing your mind)

  2. Teaching • Who are the best teachers? • Why are they good?

  3. By the end of this talk… • You will be a fantastic teacher (Well, you will at least have heard a lecture on teaching.)

  4. How to be a good teacher • Expectations for learner • Feedback and Evaluation • Efficiency • Questioning • Lectures

  5. Teaching

  6. Setting Expectations • Small time investment • But, what are the expectations?

  7. Expectations • Reporter • Interpreter • Manager • Educator

  8. Expectations • Helps high functioning students get to the next level • Very helpful to “diagnose” low performing students

  9. Feedback(wait, don’t roll your eyes…) • If you set expectations way back in the beginning, this is easy • What’s the most useful feedback that you have ever been given? • Millenial generation • Attendings say they give it, but students say they never received it

  10. Feedback • Based on first hand observations • Limited to objective behaviors that are remediable • “Fine” is not useful feedback • This skill is what distinguishes skilled teachers from the rest of the pack

  11. Feedback • No feedback sandwich • Limited in quantity • End with a plan for improving skills and for further feedback

  12. Feedback—Quick and Easy • Read a note (ASSESSMENT!!) • Watch discharge instructions • Watch a piece of the H and P (lung exam, ROS, etc) • Listen to a presentation (consults, “one liner”, etc)

  13. Feedback • Low performing student • Think diagnostically • RIME, content, unclear expectations • Multiple intelligences

  14. Evaluation • VS feedback • Halo Effect • Timely (LCME) • Honest

  15. Efficiency • How in the world can I do everything that is expected of me? • Involve the student in things you are doing anyway • Teach them practical things • Teach them problem solving skills • Assign tasks*

  16. Inappropriate Tasks Fetching “scut work” on patients that are not theirs Unsupervised tasks beyond their abilities Tasks soley designed to remove a student from your presence Assigning tasks

  17. Assigning Tasks • Appropriate Tasks • Directed reading • Any work on their own patient • Medical records, calling in consults (with coaching), updating family members, tracking down results, chart checking, etc • Supervised procedures • Anything the student offers to do

  18. Efficiency—Adult learners • Advocate for them! • Practical and relevant • Expert content • Practice what they learn

  19. Questioning (aka PIMPING) • What can be taught this way? • Use of questioning (open vs closed) What have you learned from this patient? How well have we managed this patient? For this patient,what does it mean? What does it mean in general? Causes and effects Facts

  20. Questioning What is the physical finding pictured? How does it occur? What organ does it suggest has a problem? What are our next steps in diagnosing the problem? What does this mean for our patient? How will we treat this problem and how will we know if it’s getting better?

  21. But I don’t know anything… • Just did “jaundice” • Been pimped 1000 times • Know a lot more than you think • Illness Scripts • Pay attention for the rest of the year Canned Talk

  22. Lectures • Why do we hate going? • Why do we hate giving?

  23. Lectures • Know your audience • 3-5 main points • 15-20 minute attention span • Make it interactive

  24. Lectures • Tell them what you will tell them • Tell them • Tell them what you told them • Pay attention to lectures you like/don’t like

  25. Power Point • Audience should watch YOU • Slides are prompts, not scripts

  26. Power Point Sins • People often cram too much stuff onto one slide • The font is too small • They spend hours animating • People are reading the slide rather than listening to what you have to say • This actually irritates your audience because they can read faster than you can talk so having you read your slides to them is a waste of time • You don’t want an irritated audience • If you are reading this part of my slide, you probably didn’t listen to the very important thing I just said • I’m kidding—I probably didn’t just say something important, but you’ll never know

  27. Power Point Sins

  28. Power Point • Don’t use Power Point (gasp!) • 7/7 rule • Color schemes • Simple • Transition slides (Grabbers!) • Practice/notes • Active learning

  29. Teaching—Summary (aka “Tell them what you told them”) • Set expectations • Give feedback • Include the students • Pay attention to the method as well as the content

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