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Teaching Clinical Skills -guideline preparation-

Teaching Clinical Skills -guideline preparation-. Student Assessment Course University of Science and Technology. Zekeriya Aktürk, Prof. Dr. 21 January 2013 zekeriya.akturk@gmail.com http://aile.atauni.edu.tr. Objectives. By the end of this module you should be able to;

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Teaching Clinical Skills -guideline preparation-

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  1. Teaching Clinical Skills -guideline preparation- Student Assessment Course University of Science and Technology Zekeriya Aktürk, Prof. Dr. 21 January 2013 zekeriya.akturk@gmail.com http://aile.atauni.edu.tr / 21

  2. Objectives • By the end of this module you should be able to; • Discuss the importance of skills training in medical education • Discuss the relation of coaching to skills training • Describe a method for coaching • Describe guidelines and their importance in coaching / 21

  3. ‘Observe, record, tabulate, communicate. Use your five senses… Learn to see, learn to hear, learn to feel, learn to smell, and know that by practice alone you can become expert’ / 21 Sir William Osler (1849–1919)

  4. What teaching methods to use? • See one, do one, teach one • Skills teaching on manikins • Skills teaching on simulated patients • Skills teaching on real patients / 21

  5. Selecting the Best Method / 21

  6. Why Skills Teaching? / 21 Sousa, D. A. How the brain learns: A classroom teacher's guide. 2nd ed. Thousand Oaks. Corwin Press: CA USA; 2001. p. 95

  7. COACH Approach • Clear performance • Openness to learn • Assess performance • Communication • Help and follow-up / 21

  8. COACH • Clear performance • Openness to learn • Assess performance • Communication • Help and follow-up • Whatkind of role model? • Expert • Allowsobservation • Standards of practiceareclear / 21

  9. COACH Whatkind of learningenv.? • Clear performance • Openness to learn • Assess performance • Communication • Help and follow-up • Motivating/positive • Secure • Pyschologicandsocialsupport • Externalresourcesenough / 21

  10. COACH Whatkind of assessment? • Clear performance • Openness to learn • Assess performance • Communication • Help and follow-up • Contiuous, esp. formative • Measuringtargetoutcomes • Feedback • Clearcompetencylevel / 21

  11. COACH • Intendedtounderstand • Effectivelistening • Empathy • Askingquestions • Clear performance • Openness to learn • Assess performance • Communication • Help and follow-up Whatkind of communication? / 21

  12. COACH • Forcompletelearning • Duringeducation • Aftereducation • Plan-apply-followup • Clear performance • Openness to learn • Assess performance • Communication • Help and follow-up Whatkind of help? / 21

  13. Five-Steps Approach • Overview • Demonstration • Describe each step • Students talk through the skill • The students perform the skill / 21 John H. George, Frank X. Doto, Fam Med 2001;33(8):577-8

  14. Examples of Clinical Skills Guidelines and OSCE Steps / 21

  15. / 21 http://www.scionpublishing.com/shop/ProductImages/OSCES%20Mock%20Marking%20Scheme.pdf

  16. / 21

  17. / 21 https://www.fammed.wisc.edu/sites/default/files//webfm-uploads/documents/med-student/pcc/practice-osce-scenarios.pdf

  18. / 21

  19. / 21

  20. How do you assess the learning of these skills? • ‘Examinations are formidable even to the best prepared, for the greatest fool may ask more than the wisest man can answer’ • The long case • The short case • Objective structured clinical examination (OSCE) • Workplace-based assessment / 21 Charles Caleb Colton (1780–1832)

  21. Summary • What is the best method of teaching psychomotor skills? • What are the steps in teaching clinical skills? • How would you develop steps for clinical skills guidelines? / 21

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