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Resident as teacher

Resident as teacher. Program review. Program overview: three components. Principles of learning lecture/discussion series Activating a student's prior knowledge enhances learning How students organize knowledge affects learning Students' motivation determines how effectively they learn

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Resident as teacher

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  1. Resident as teacher Program review

  2. Program overview: three components • Principles of learning lecture/discussion series • Activating a student's prior knowledge enhances learning • How students organize knowledge affects learning • Students' motivation determines how effectively they learn • Repetition is key to learning • Appropriate feedback enhances learning • Students should become self-directed learners • Structured curriculum • Educational resources website

  3. Structured curriculum • Unit one: Approach to the patient • History • Examination • Pap smear and DNA probes/cultures • Diagnosis and management plans • Personal interaction and communication skills • Legal and ethical issues in obstetrics and gynecology • Preventative care and health maintenance

  4. Unit two: Obstetrics OB chief Clinic chief OB chief OB jr OB jr OB chief OB chief • Section A: Normal obstetrics • Maternal-fetal physiology • Preconception care • Antepartum care • Intrapartum care • Immediate care of the newborn • Postpartum care • Lactation

  5. Unit two: Obstetrics OB jr MFM Gyne jr Gyne jr MFM OB jr OB chief OB chief MFM OB chief Clinic chief MFM MFM OB jr MFM MFM OB jr • Section B: Abnormal Obstetrics • Ectopic pregnancy • Spontaneous abortion • Medical and surgical complications of pregnancy • Preeclampsia/eclampsia • Alloimmunization • Multifetal gestation • Fetal death • Abnormal labor • Third trimester bleeding • Preterm labor • Preterm rupture of membranes • Intrapartum fetal surveillance • Postpartum hemorrhage • Postpartum infection • Anxiety and depression • Post term pregnancy • Fetal growth abnormalities

  6. Roles MFM Onc OB jr Gyne jr OB sr Gyne sr Clinic chief OB chief Gyne chief • Night float team • REI • Urogynecology • Off service PGY1

  7. Scenarios • You ask a student to take an H&P from a patient in triage • What can go wrong? Why? • You ask a student to present a clinic patient to the attending • What can go wrong? Why? • You ask a student to position a gyne patient before surgery • What can go wrong? Why? • You pimp a student on a topic they learned in lecture yesterday • What can go wrong? Why?

  8. What students do wrong • They do not understand the task they are given • They do not plan or see the importance in planning • They use familiar strategies that don’t work as well • After they fail: • The effort put into adjusting their strategy is proportionate to their belief about their own ability to learn • They belive the reason for their failure is external

  9. Students should become self-directed learners To become self-directed learners, students must learn to:

  10. What can we do? • Initially, be more explicit than you may think is necessary about expectations • Tell students what you do not want • Check that the student understands the assignment • Provide performance criteria with the assignment • Have students create their own plan • Create assignments that focus on strategizing instead of implementation

  11. What can we do? • Provide opportunities for self-assessment • Provide simple questions students can ask themselves • Use peer review • Prompt students to analyze the effectiveness of their skills • Study skills • Directly address their beliefs about learning

  12. What can we do? Model our own metacognitive processes Use scaffolding to help

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