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RVTS Supervisor Series

RVTS Supervisor Series. 2013 Planning to learn ? Learning to Plan ? A fresh look at learning plans. Background.

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RVTS Supervisor Series

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  1. RVTS Supervisor Series 2013 • Planning to learn? • Learning to Plan? A fresh look at learning plans

  2. Background The learning plans are highly valued by registrars as a log book of learning, a framework of exam progress, a guide book for professional ambitions and a diary of their progress with their Supervisor, Training Advisor and RVTS.

  3. Since LP’s started … • Registrars often sit both College exams • Increasing numbers seek AST / FARGP • Develop sub-specialty interests E.g. skin cancer – not necessarily an AST The current format is not ideal

  4. So… For a new LP?? • Where have you been? • Where are you now? • Where are you going? • How are you going to get there? • How can I help you along the road? • What do you need? • How do we build a plan?

  5. The New LP Well it’ll be different? The focus is about the Registrar defining his/her needs; refining his/her goals and clearly outlining how their Supervisor and T/A will ensure the goals are achieved.

  6. GOALS – mandated or optional MANDATORY • RVTS required • Colleges • Emergency course • AST ? FARGP OPTIONAL • Exambitions • Other interests • Pastoral • Practice

  7. Is it a diary? • The idea is that each month the Registrar and Supervisor build the plan with prescribed input: ie: my stuff; Exam stuff; Clinic stuff: 3 monthly T/A 3-ways to underline this.

  8. Objectives • Develop plan for learning • Objectives • Learning/teaching • Feedback and Assessment • Discuss strategies for implementation • Think about educational history • Address challenges in the clinical setting

  9. Plan • Experiences and activity - planning for a trainee term • Difficulties - workable strategies • Sum up and evaluation

  10. What is your experience with learning plans?

  11. The Current Learning Plan

  12. In the new plan… What goes in the plan And what doesn’t…

  13. Learning plans • SMART learning objectives • How are you going to learn it? • How are you going to assess whether you have achieved it?

  14. SMART learning outcomes Specific Measureable Achievable Realistic Timely

  15. Objectives • Specific • Achievable • Measurable • Are they set at the correct level? • Individual learning needs?

  16. Set your own learning outcomes e.g., At the end of this term, I will be able to… - be confident at prescribing oral contraceptives - perform simple skin excisions

  17. Learning plan Be confident at prescribing contraception How? -Attend FPQ course • Discuss with supervisor • CHECK • Meet with pharmacist Measure • Am I confident? Yes or no... • Check with patients, supervisors • Audit

  18. Writing a learning plan

  19. What is your experience with teaching plans? Think about 3-ways you may have had and what they could achieve?

  20. What do we want the Registrars to Achieve? • To gain fellowship • To be good Doctors • To perhaps stay Rural Doctors • To manage professional and family life • And then some …

  21. Teaching/Learning Plan • Objectives • Methods (teaching/learning) • Appraisal with feedback • Assessment

  22. Feedback and Assessment • Competency being defined by observable behaviours • Adequate sampling (multiple events) • Adequate inputs (multiple people) • Timely (remember!)

  23. Miller’s pyramid:Assessing Clinical Competence Miller, 1990

  24. Miller’s Pyramid (Modified)

  25. Deliberate Practice • Well defined and important tasks • Opportunity to practice and improve • Motivation and endurance (hanging in there) • Reflection • Good supervision and feedback • Planning to ensure optimal use of time

  26. What are the difficulties with implementing your learning program?

  27. Time… • Good orientation • Effective teaching learning methods (one minute teacher, SNAPPS) • Sharing responsibility • Use of resources as backup

  28. SNAPPS • Summarise the History & Exam • Narrow the differential • Analyze the differential • Probe the teachers about uncertainties • Plan management • Select an issue for self directed learning • Wolpaw, 2003.

  29. Have You Planned For… • Orientation • Learning environment • Range of methods • Resources

  30. Patient Care… • Teach essential skills early • Ensure competency = responsibility • Increase teacher observation • Patients like it

  31. Taking an educational history • Set aside time • Get to know them – family, background, non-medical interests, book they are reading... • Determine • Previous experience • Future plans • Self evaluated strengths and weaknesses • Why this attachment? • What they want to achieve? • Any concerns?

  32. Teaching and learning styles Teacher styles Learner stages Based on Grow, 1991

  33. What Works… • Good orientation • Incorporate learner into active patient care role • Schedule explicit teaching/learning time (Regan-Smith, Acad Med, 2002)

  34. Teacher as Role Model • Teacher - one of the most powerful influences on learning • Role models - attitudes, interest, enthusiasm • Interpersonal relationship has major impact on learning

  35. To Sum Up… • Develop plan for learning • Objectives • Learning/teaching • Appraisal and Assessment • Discuss strategies for implementation • Take an educational history • Address challenges in the clinical setting

  36. EVALUATIONWhat went well?What could be improved?

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