the teaching physician: how to become a more effective medical educator the teaching center unc...
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The Teaching Physician: The Teaching Physician: How to Become a More Effective How to Become a More Effective
Medical EducatorMedical Educator
The Teaching Center
UNC Department of Pediatrics
The Teaching CenterThe Teaching Center
Teaching Center FacultyTeaching Center Faculty
• Jack Benjamin, MD Division 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
The Teaching Center
Welcome and Welcome and IntroductionsIntroductions
The Teaching Center
Overview of the Teaching Overview of the Teaching Physician ProgramPhysician Program
• Session Curriculum• Project• Teaching Portfolio Preparation• Relationships and Support
The Teaching Center
Session CurriculumSession Curriculum
1. Clinical Teaching
2. Clinical Teaching II
3. Developing
Curriculum and
Assessing
Learners
4. Delivering
Feedback
5. Developing a
Teaching Portfolio
6. Large Group
Teaching
7. Small Group
Teaching
8. Evidence-Based
Education and
Educational
Research
The Teaching Center
ProjectProject
• 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
The Teaching Center
Teaching PortfolioTeaching Portfolio
• Each participant will develop a teaching portfolio as a product from this course that can be added to throughout your academic career
The Teaching Center
Relationships and SupportRelationships 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 the right people
The Teaching Center
Session 1: Clinical TeachingSession 1: Clinical Teaching
Clinical Teaching: The one-on-one teaching that occurs centered around
patient care.
The Teaching Center
Objectives for Session 1Objectives for Session 1
• 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
The Teaching Center
Adults as LearnersAdults 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
The Teaching Center
Adult Learning - AppliedAdult 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
The Teaching Center
Teachers should coach…Teachers should coach… The Teaching Center
Clinical CoachingClinical Coaching
• 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
The Teaching Center
First Steps in Effective First Steps in Effective Teaching:Teaching:
• Generate enthusiasm» For the process of teaching » or the subject matter» or the students
• Teach what you love
The Teaching Center
First Steps (continued)First Steps (continued)
• 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
The Teaching Center
Clarify the Clarify the Learner’s Goals…Learner’s Goals…
The Teaching Center
ObservationObservation
Photos Courtesy of http://www.uncbasketballupdate.com/04-05_championship.html
The Teaching Center
Clinical TeachingClinical Teaching
• Situational• Not always carefully planned• Demands efficiency in teaching
The Teaching Center
Efficiency in Clinical TeachingEfficiency 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
The Teaching Center
The Art of Asking QuestionsThe Art of Asking Questions
• Ground rules» Give the learner time to answer» Give clear feedback on responses
The Teaching Center
The Art of Asking Questions: The Art of Asking Questions: Know What You are Trying to Know What You are Trying to
AskAsk
• 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
The Teaching Center
What am I Thinking?What am I Thinking?
• 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
The Teaching Center
The Teaching Center
What is Feedback?What is Feedback?
• 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.
The Teaching Center
FeedbackFeedback
• 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.
The Teaching Center
EvaluationEvaluation The Teaching Center
Appropriate Approach to Appropriate Approach to LearnersLearners
• 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
The Teaching Center
Issues Relating to Issues Relating to Culture and EthnicityCulture 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
The Teaching Center
Appropriate Treatment of Appropriate Treatment of LearnersLearners
• Be professional.• Make attempts to connect.• Identify the commonality.• Involve all learners.• Be open to mentoring any learner.
The Teaching Center
CommonalityCommonality
Photo Courtesy of Gerry Broome, AP
The Teaching Center
Effective Clinical TeachingEffective Clinical Teaching
• Based on shared and understood goals• With opportunity for action and self-reflection• Consistent, clear, improvement-focused
feedback• In a humanistic environment
The Teaching Center
Discuss additional teaching Discuss additional teaching techniques that you have found techniques that you have found
valuable in clinical teaching.valuable in clinical teaching.
The Teaching Center
The Teaching Center