1 / 35

Teaching in Clinical Settings Dental Faculty, March 16, 2011

Teaching in Clinical Settings Dental Faculty, March 16, 2011. Kathryn Plank, PhD Sorabh Khandelwal, MD Cynthia Ledford, MD. What is EXCELLENT teaching?. Patient care Teaching. Efficiency Effective delegation Development of management and teaching skills. Complexity of Clinical Settings.

yana
Download Presentation

Teaching in Clinical Settings Dental Faculty, March 16, 2011

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching in Clinical SettingsDental Faculty, March 16, 2011 Kathryn Plank, PhD Sorabh Khandelwal, MD Cynthia Ledford, MD

  2. What is EXCELLENT teaching?

  3. Patient care Teaching Efficiency Effective delegation Development of management and teaching skills Complexity of Clinical Settings

  4. Challenges • Many different levels of learners • Rapid pace • Simultaneously diagnosing patient and learner

  5. Teaching skills used in clinical settings • Create an effective learning climate • Communicate expectations • Observe performance • Give feedback

  6. Goals of Session Enhance versatility Improve ability to understand clinical teaching using an educational framework Provide forum for collegial exchange

  7. Video example

  8. Learning Climate • Do I want to be here?

  9. What influences it? T L C

  10. Teacher Behaviors • Stimulation • Learner Involvement • Respect and Comfort • Admission of Limitations

  11. Stimulation Show enthusiasm for topic and learners Show interest through body language Use animated voice Provide conducive physical environment Learner involvement Look at learners Listen to learners Encourage learners to participate Avoid monopolizing the discussion

  12. Respect and comfort Use learner’s names Acknowledge learners problems/situations Invite learners to express opinions State respect for divergent opinions Avoid ridicule, intimidation, interruption Admission of limitations Acknowledge learner limitations Invite learners to bring up problems Admit own errors or limitations Avoid being dogmatic

  13. Stimulation Learner Involvement Respect & comfort Admission of limitations Learning coma incontinence Anxiety

  14. Communication of Goals • “ If you don’t know where you are going, …you might not get there.” • Yogi Berra

  15. Goal Setting Agree on goals Know what good looks like See what the learner does The first secret Set them up to succeed!

  16. Types of Goals • Process v Product • Means goals (process) • Ends goals (product) • Knowledge, Skills, Attitudes

  17. Establish Goals Define as learner behaviors Prioritize goals Re-establish goals (define over time) Negotiation of Goals Check out learner acceptance of goals Ask learners for their goals Agree on goals Expression of Goals State clearly and concisely State as behaviors State relevance to learners State expected level of competence Repeat goals periodically Defining what to expect

  18. Evaluation

  19. Evaluation • Types: • Formative (coach) = assess, observe • Summative (judge) = grade

  20. Coaching Instructing, training person/people toward a goal

  21. Establish role as Coach • Common goal of student’s success • Practice • Opportunity to practice skills • Make it safe

  22. Evaluation- how? • Observation • Questioning • Type of Q (open/closed) • Wait time • Level of question • Recall • Analysis/synthesis • Application • Fostering Self Assessment

  23. Observations • With patients, team • Performing interview or exam, counseling, procedures • Progress notes, admit notes • Oral presentations Give clear expectations Make opportunities to observe

  24. Learning climate Communication of Goals Evaluation FEED BACK

  25. FeedbackThe Breakfast of Champions David Walton Earle

  26. Specific Timely Frequent Reinforcing/ Corrective Learner Reaction Action Plan BEST Feedback (Coaching)

  27. Praising Praise immediately Tell them what they did right specifically Reinforce why its so important Encourage them to continue Tell them upfront you are going to coach (give feedback) Help People Reach their Full Potential Catch them doing something right

  28. Basic behavioral feedback Explain to learners why he/she was correct or incorrect. Offer learners suggestions for improvement. Interactive feedback Give feedback on self-assessment Obtain learner reaction Develop action plan with learner Feedback

  29. Pulling it together on the Fly

  30. One minute Goal Setting Agree on goals Know what good looks like See what the learner does

  31. One minute Praising Praise immediately Tell them what they did right specifically Reinforce why its so important Encourage them to continue Tell them upfront you are going to give feedback Help People Reach their Full Potential Catch them doing something right

  32. Goal Setting The next step for you….Now you are ready to …..

  33. Conclusions

  34. Wrap up What is your take home point

More Related