1 / 34

The Teaching Physician: How to Become a More Effective Medical Educator

The Teaching Center. The Teaching Physician: How to Become a More Effective Medical Educator. The Teaching Center UNC Department of Pediatrics. Teaching Center Faculty. The Teaching Center. Jack Benjamin, MD Division Chief, General Pediatrics and Adolescent Medicine

belicia
Télécharger la présentation

The Teaching Physician: How to Become a More Effective Medical Educator

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. The Teaching Center The Teaching Physician: How to Become a More Effective Medical Educator The Teaching Center UNC Department of Pediatrics

  2. Teaching Center Faculty The Teaching Center • Jack Benjamin, MD Division Chief, General Pediatrics and Adolescent Medicine • Julie Byerley, MD, MPH Director, Medical Student Education in Pediatrics • Harvey J. Hamrick, MD Residency Program Director, Pediatrics • Allen Liles, MD Residency Program Director, Medicine and Pediatrics

  3. Welcome and Introductions The Teaching Center

  4. Overview of the Teaching Physician Program The Teaching Center • Session Curriculum • Project • Teaching Portfolio Preparation • Relationships and Support

  5. 1. Clinical Teaching 2. Clinical Teaching II Developing Curriculum and Assessing Learners Delivering Feedback Developing a Teaching Portfolio Large Group Teaching 7. Small Group Teaching Evidence-Based Education and Educational Research Session Curriculum The Teaching Center

  6. Project The Teaching Center • Develop an educational product that you can keep and use to facilitate your teaching efforts • Plan for evaluation of your teaching effectiveness within your project • Present in poster form at Evening of Scholarship

  7. Teaching Portfolio The Teaching Center • Each participant will develop a teaching portfolio as a product from this course that can be added to throughout your academic career

  8. Relationships and Support The Teaching Center • Curriculum adapted from The Teaching Scholars Program • Each of us will be available to support you – either by ourselves or by helping you find the right people

  9. The Teaching Center Session 1: Clinical Teaching Clinical Teaching: The one-on-one teaching that occurs centered around patient care.

  10. Objectives for Session 1 The Teaching Center • Provide a brief summary of background information on adult learning theory • Overview some strategies for effective and efficient clinical teaching • Illustrate appropriate approach to learners • Prepare for more detailed discussions next session

  11. Adults as Learners The Teaching Center • Adults are self-directed • Want to set their own learning objectives • Learn from experience • Want knowledge that can be applied • Learn best in an environment of mutual respect • Want to evaluate their progress

  12. Adult Learning - Applied The Teaching Center • Teachers should coach, not prescribe • Learners should participate, not watch • Instruction should occur in the field, not the classroom • Learning requires action, reflection, and feedback Jack Ende, assessing Adult Learning Theory as understood by John Dewey

  13. Teachers should coach… The Teaching Center

  14. Clinical Coaching The Teaching Center • Requires enthusiasm • Requires teamwork • Improvement focused • The goal is that everyone succeeds • Requires observation • Requires patience • Requires knowledge • Requires an appreciation for the learner’s goals

  15. First Steps in Effective Teaching: The Teaching Center • Generate enthusiasm • For the process of teaching • or the subject matter • or the students • Teach what you love

  16. First Steps (continued) The Teaching Center • Clarify the learner’s goals on day 1 • Set the expectations on day 1 • Establish the expectation of teamwork • Maintain a focus on improvement • Plan for observation • Time-consuming • Remember that observation doesn’t have to be of each piece every time

  17. Clarify the Learner’s Goals… The Teaching Center

  18. Observation The Teaching Center Photos Courtesy of http://www.uncbasketballupdate.com/04-05_championship.html

  19. Clinical Teaching The Teaching Center • Situational • Not always carefully planned • Demands efficiency in teaching

  20. Efficiency in Clinical Teaching The Teaching Center • Label your teaching • Take advantage of the Teachable Moment • But be sure to label it • Teach in small bites • Create your own teaching scripts • Teach through the work you are already doing • Think out loud • Illustrate your own questions and find answers to those questions with your learners • Use The One Minute Preceptor

  21. The Art of Asking Questions The Teaching Center • Ground rules • Give the learner time to answer • Give clear feedback on responses

  22. The Art of Asking Questions: Know What You are Trying to Ask The Teaching Center • Different goals of asking questions – • Determine where the learner’s knowledge level is for the given situation • Test factual recall • Determine the learner’s thought processes and connections • Teach appropriate thought processes to develop connections • Illustrate unanswered questions

  23. What am I Thinking? The Teaching Center • It’s difficult to avoid asking “What am I thinking?” questions • Determine why you are thinking what you’re thinking • then re-focus your question

  24. The Teaching Center

  25. What is Feedback? The Teaching Center • The process of informing learners of your perceptions of their performance • Complimenting what was done well • Constructive acknowledgement of what was not done well • The information that highlights the dissonance between the actual and the intended result.

  26. Feedback The Teaching Center • Feedback is clinical teaching • Feedback is given a lot more often than it’s labeled as “feedback” • Learners consistently say they want more feedback • Feedback can occur on any facet of the encounter…communication skills, PE, assessment, differential, written work, presentation, literature review, etc.

  27. Evaluation The Teaching Center

  28. Appropriate Approach to Learners The Teaching Center • Giving improvement-focused feedback to learners is not maltreatment • Treat your learners, just like your patients, with Humanism • Identify multiple perspectives • Reflect on possible conflicts • Choose altruism

  29. Issues Relating to Culture and Ethnicity The Teaching Center • Lack of role models • Feeling ignored or looked over • Feeling like teachers are naturally drawn toward people like themselves • Needing to connect • Feeling that grades are sometimes influenced by these subtle issues

  30. Appropriate Treatment of Learners The Teaching Center • Be professional. • Make attempts to connect. • Identify the commonality. • Involve all learners. • Be open to mentoring any learner.

  31. Commonality The Teaching Center Photo Courtesy of Gerry Broome, AP

  32. Effective Clinical Teaching The Teaching Center • Based on shared and understood goals • With opportunity for action and self-reflection • Consistent, clear, improvement-focused feedback • In a humanistic environment

  33. The Teaching Center Discuss additional teaching techniques that you have found valuable in clinical teaching.

  34. The Teaching Center

More Related