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The Teaching Physician:
How to Become a More Effective
Medical Educator
The Teaching Center
UNC Department of Pediatrics
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Teaching Center Faculty
Jack Benjamin, MDDivision Chief, General Pediatrics and Adolescent Medicine
Julie Byerley, MD, MPHDirector, Medical Student Education in Pediatrics
Harvey J. Hamrick, MDResidency Program Director, Pediatrics
Allen Liles, MDResidency Program Director, Medicine and Pediatrics
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Welcome and
Introductions
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Overview of the Teaching
Physician Program
Session Curriculum
Project
Teaching Portfolio Preparation
Relationships and Support
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Session Curriculum
1. Clinical Teaching2. Clinical Teaching II
3. Developing
Curriculum and
Assessing
Learners
4. Delivering
Feedback
5. Developing a
Teaching Portfolio
6. Large GroupTeaching
7. Small Group
Teaching
8. Evidence-Based
Education and
Educational
Research
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Project
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
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Teaching Portfolio
Each participant will develop a teachingportfolio as a product from this course that
can be added to throughout your academic
career
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Relationships and Support
Curriculum adapted from The Teaching
Scholars Program
Each of us will be available to support you
either by ourselves or by helping you find theright people
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Session 1: Clinical Teaching
Clinical Teaching: The one-on-oneteaching that occurs centered around
patient care.
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Objectives for Session 1
Provide a brief summary of backgroundinformation on adult learning theory
Overview some strategies for effective andefficient clinical teaching
Illustrate appropriate approach to learners
Prepare for more detailed discussions nextsession
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Adults as Learners
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
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Adult Learning - Applied
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
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Teachers should coachThe Teaching Center
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Clinical Coaching
Requires enthusiasm Requires teamwork
Improvement focused
The goal is that everyone succeeds
Requires observation Requires patience
Requires knowledge
Requires an appreciation for the learners
goals
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First Steps in Effective
Teaching:
Generate enthusiasm
For the process of teaching
or the subject matter
or the students
Teach what you love
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First Steps (continued)
Clarify the learners 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 doesnt
have to be of each piece every time
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Clarify the
Learners GoalsThe Teaching Center
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Observation
Photos Courtesy of http://www.uncbasketballupdate.com/04-05_championship.html
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Clinical Teaching
Situational
Not always carefully planned
Demands efficiency in teaching
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Efficiency in Clinical Teaching
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
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The Art of Asking Questions
Ground rules
Give the learner time to answer
Give clear feedback on responses
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Th A t f A ki Q ti
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The Art of Asking Questions:
Know What You are Trying to
Ask
Different goals of asking questions
Determine where the learners knowledge
level is for the given situation Test factual recall
Determine the learners thought processes
and connections
Teach appropriate thought processes todevelop connections
Illustrate unanswered questions
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What am I Thinking?
Its difficult to avoid asking What am I
thinking? questions
Determine whyyou are thinking what
youre thinking then re-focus your question
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What is Feedback?
The process of informing learners of yourperceptions 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.
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Feedback
Feedback is clinical teaching
Feedback is given a lot more often than itslabeled as feedback
Learners consistently say they want morefeedback
Feedback can occur on any facet of theencountercommunication skills, PE,assessment, differential, written work,
presentation, literature review, etc.
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EvaluationThe Teaching Center
A i t A h t
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Appropriate Approach to
Learners
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
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I R l ti t
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Issues Relating to
Culture and Ethnicity
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
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Appropriate Treatment of
Learners
Be professional.
Make attempts to connect.
Identify the commonality.
Involve all learners.
Be open to mentoring any learner.
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Commonality
Photo Courtesy of Gerry Broome, AP
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Effective Clinical Teaching
Based on shared and understood goals
With opportunity for action and self-reflection
Consistent, clear, improvement-focused
feedback In a humanistic environment
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Discuss additional teaching
techniques that you have foundvaluable in clinical teaching.
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