teaching clinical skills -guideline preparation-

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ching Clinical Ski ching Clinical Ski ideline preparati ideline preparati Zekeriya Aktürk, Prof. Dr. 21 January 2013 [email protected] http://aile.atauni.edu.tr Student Assessment Course University of Science and Technology / 21 1

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Teaching Clinical Skills -guideline preparation-. Student Assessment Course University of Science and Technology. Zekeriya Aktürk, Prof. Dr. 21 January 2013 [email protected] http://aile.atauni.edu.tr. Objectives. By the end of this module you should be able to; - PowerPoint PPT Presentation

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Page 1: Teaching Clinical Skills -guideline preparation-

Teaching Clinical SkillsTeaching Clinical Skills

-guideline preparation--guideline preparation-

Zekeriya Aktürk, Prof. Dr.

21 January [email protected]

http://aile.atauni.edu.tr

Student Assessment CourseUniversity of Science and Technology

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Page 2: Teaching Clinical Skills -guideline preparation-

Objectives

• By the end of this module you should be able to;– Discuss the importance of skills training in medical

education

– Discuss the relation of coaching to skills training

– Describe a method for coaching

– Describe guidelines and their importance in coaching

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Page 3: Teaching Clinical Skills -guideline preparation-

• ‘Observe, record, tabulate, communicate. Use your five senses… Learn to see, learn to hear, learn to feel, learn to smell, and know that by practice alone you can become expert’   

Sir William Osler (1849–1919)/ 213

Page 4: Teaching Clinical Skills -guideline preparation-

What teaching methods to use?

• See one, do one, teach one

• Skills teaching on manikins

• Skills teaching on simulated patients

• Skills teaching on real patients

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Page 5: Teaching Clinical Skills -guideline preparation-

Selecting the Best Method

Knowl Attitude Problem s. Commun. Skills

Classroom teach 7 3 4 2 0

Discussion 8 9 6 7 2

Audiovisual lect 6 3 4 1 4

Simulation 4 8 8 8 3

Case studies 5 7 9 3 4

COACHING 5 6 8 7 9

Demonstration 6 4 7 4 9

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Page 6: Teaching Clinical Skills -guideline preparation-

Sousa, D. A. How the brain learns: A classroom teacher's guide. 2nd ed. Thousand Oaks. Corwin Press: CA USA; 2001. p. 95

Why Skills Teaching?

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Page 7: Teaching Clinical Skills -guideline preparation-

COACH Approach

• Clear performance

• Openness to learn

• Assess performance

• Communication

• Help and follow-up

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Page 8: Teaching Clinical Skills -guideline preparation-

COACH• Clear performance

• Openness to learn

• Assess performance

• Communication

• Help and follow-up

What kind of role model?

• Expert

• Allows observation

• Standards of practice are clear/ 218

Page 9: Teaching Clinical Skills -guideline preparation-

COACH

• Clear performance

• Openness to learn

• Assess performance

• Communication

• Help and follow-up

• Motivating/positive

• Secure

• Pyschologic and social support

• External resources enough

What kind of learning env.?

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Page 10: Teaching Clinical Skills -guideline preparation-

COACH

• Clear performance

• Openness to learn

• Assess performance

• Communication

• Help and follow-up

• Contiuous, esp. formative

• Measuring target outcomes

• Feedback

• Clear competency level

What kind of assessment?

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Page 11: Teaching Clinical Skills -guideline preparation-

COACH

• Clear performance

• Openness to learn

• Assess performance

• Communication

• Help and follow-up

• Intended to understand

• Effective listening

• Empathy

• Asking questions

What kind of communication?

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Page 12: Teaching Clinical Skills -guideline preparation-

COACH

• Clear performance

• Openness to learn

• Assess performance

• Communication

• Help and follow-up

• For complete learning

• During education

• After education

• Plan-apply-follow up

What kind of help?/ 2112

Page 13: Teaching Clinical Skills -guideline preparation-

Five-Steps Approach

1. Overview

2. Demonstration

3. Describe each step

4. Students talk through the skill

5. The students perform the skill

John H. George, Frank X. Doto, Fam Med 2001;33(8):577-8

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Page 14: Teaching Clinical Skills -guideline preparation-

Examples of Clinical Skills Guidelines

and OSCE Steps

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Page 15: Teaching Clinical Skills -guideline preparation-

http://www.scionpublishing.com/shop/ProductImages/OSCES%20Mock%20Marking%20Scheme.pdf

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Page 16: Teaching Clinical Skills -guideline preparation-

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Page 17: Teaching Clinical Skills -guideline preparation-

https://www.fammed.wisc.edu/sites/default/files//webfm-uploads/documents/med-student/pcc/practice-osce-scenarios.pdf

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Page 20: Teaching Clinical Skills -guideline preparation-

How do you assess the learning of these skills?

• ‘Examinations are formidable even to the best prepared, for the greatest fool may ask more than the wisest man can answer’– The long case– The short case– Objective structured clinical examination (OSCE)

– Workplace-based assessment

Charles Caleb Colton (1780–1832)/ 2120

Page 21: Teaching Clinical Skills -guideline preparation-

Summary

• What is the best method of teaching psychomotor skills?

• What are the steps in teaching clinical skills?

• How would you develop steps for clinical skills guidelines?

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