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Teaching Medical Students in the Community Practice Setting: Applying Teaching and Learning Styles

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Perfecting Phase 'Do one more.' Introductory Phase. 5 Steps. State objective of skill ... Perfecting Phase. Provide precision practice. Give feedback infrequently ... – PowerPoint PPT presentation

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Title: Teaching Medical Students in the Community Practice Setting: Applying Teaching and Learning Styles


1
Teaching Medical Students in the Community
Practice Setting Applying Teaching and Learning
Styles
  • An orientation module developed by the
  • Office of Regional Medical Education
  • The University of Texas Medical Branch
  • School of Medicine

The University of Texas Medical Branch at
Galveston (UTMB) is accredited by the
Accreditation Council for Continuing Medical
Education to provide continuing medical education
to physicians. The University of Texas Medical
Branch at Galveston designates this educational
activity for a maximum of two (2) AMA PRA
Category 1 CreditsTM. Physicians should only
claim credit commensurate with extent of their
participation in the activity.
Estimated Study Time 2 hours Medium Used CD
and web-based access
Click on this button to advance to the next slide
?
Version 1.0 Original Release Date November 1,
2007 Expiration Date July 1, 2010
2
Teaching and Learning StylesGoals
  • Identify teaching and learning styles and methods
    as appropriate to medical student education.
  • Apply effective teaching methods in the community
    practice setting.

3
Speaker
Ingrid Bowden, M.Ed., R.N. is the administrative
manager for the East Texas Area Health Education
Center (AHEC) at UTMB.  She has over 12 years
experience in recruiting community preceptors and
coordinating the placement of medical students in
community rotations throughout East Texas AHECs
111-county region.  Ms. Bowden serves on the UTMB
School of Medicine Ambulatory Community Selective
Committee, and manages all activities associated
with the Public Health ACS.  She is also a member
of the UTMB School of Medicines Community
Faculty Development Coordinating Committee.
In accordance with the Accreditation Council for
Continuing Medical Education (ACCME) standards
and the policy of the University of Texas Medical
Branch at Galveston, presenters are asked to
indicate if they have any relationship which, in
the context of their presentation, could be
perceived as a real or apparent conflict of
interest, (for example, ownership of stock,
honoraria, or consulting fees). Any such
relationship will be disclosed to the audience
and consideration will be given to possible
influences of their presentations. Dr. Michael
Ainsworth has no relevant financial relationships
with any commercial interest to the provider
(UTMB).
4
Teaching and Learning StylesObjectives
  • Identify student learning styles and describe how
    to apply them in the community practice setting.
  • Identify teaching styles and methods appropriate
    for teaching medical students in the community
    practice setting.
  • Apply appropriate teaching methods for medical
    students in the community practice setting.

5
Learning Styles
  • Student roles and behaviors
  • Types of learners
  • Learning components
  • Principles of adult learning

6
Roles and Behaviors
  • Compliant student
  • Anxious-dependent student
  • Independent student
  • Sniper student

7
Types of Learners
  • Visual learners
  • Auditory learners
  • Kinesthetic learners
  • Learning Styles Inventory

8
Learning Components
  • Cognitive what the student should learn
  • Affective motivate the student to learn
  • Metacognitive how to learn, identify and
    correct areas of deficit

9
Principles of Adult Learning
  • Apply what is learned shortly after learning it.
  • Emphasize learning concepts and principles over
    facts.
  • Students participate in setting own learning
    objectives.
  • Students use feedback to evaluate their own
    performance.

10
Teaching Methods in the Community Practice
Setting
  • Teacher-centered and learner-centered instruction
  • Communication
  • Attentive silence
  • Cooperative negotiation
  • Persuasive confrontation
  • Levels of competency

11
Teacher-Centered and Learner-Centered Instruction
  • Teacher-Centered Topics are broken down into
    units of instruction. Emphasis is on the
    accumulation of facts.
  • Learner-Centered Students answer their own
    questions and solve their own problems. Emphasis
    is on application of knowledge and skills.

12
Communication Strategies
  • Attentive silence
  • Cooperative negotiation
  • Persuasive confrontation

13
Attentive Silence
  • Silence
  • Observation
  • Purposeful eye contact
  • Tracking
  • Open-ended encouragement advocacy
  • Surface paraphrasing exploration

14
Cooperative Negotiation
  • Self-disclosure
  • Active listening
  • Intense paraphrasing
  • Open-ended questioning
  • Feedback

15
Persuasive Confrontation
  • Summarizing interpreting
  • Information giving prescribing
  • Critiquing, correcting, closed questioning
  • Persuasion, challenge confrontation.

Communication Strategies
16
Competency Levels
1. Unconsciously Incompetent
Introductory Phase See one.
2. Consciously Incompetent
Practice Phase Do one.
3. Consciously Competent
Perfecting Phase Do one more.
4. Unconsciously Competent
17
Introductory Phase5 Steps
  • State objective of skill
  • Explain rationale
  • Describe equipment, materials, and skills needed
  • Explain sequential steps
  • Demonstrate entire skill

18
Practice Phase
  • Give specific instructions
  • Close observation
  • Generous feedback
  • Allow independent practice time
  • Certify student on the skill

19
Perfecting Phase
  • Provide precision practice
  • Give feedback infrequently

Competency Levels
20
Learning Vector Diagram
  • Independence
  • Dependence

assisting
monitoring
TEACHERSSTRATEGIES
supervising
demonstrating
Performance on a leash
Performancewith a parachute
observation
practice
LEARNERS COMPETENCE
High
Low
21
Applying Teaching Methods
  • Teaching action plan to monitor and facilitate
    progress
  • Learning objectives for students in the community
    practice setting
  • Pearls for effective teaching

22
Action Plan
  • Pre clinic assignments
  • Assign specific patients
  • Formal and informal feedback
  • Plan for achieving course objectives.

23
Learning Objectives
  • Evaluate patients and follow up as diagnostic and
    therapeutic maneuvers unfold.
  • Develop an ongoing patient relationships.
  • Understand the natural course of illness.
  • Participate in management decisions.

24
Pearls for Effective Teaching
  • Plan schedule in advance
  • Assign focused tasks
  • Provide feedback
  • Provide alternate learning activities
  • Introduce the student to your medical colleagues

25
Summary
  • The ability to select and apply appropriate
    teaching techniques relevant to an individual
    students learning style and level of competency
    will maximize the effects of your teaching
    efforts.

Student Evaluation of Course
Student Evaluation of Preceptor
26
References
Baldwin CD Niebuhr VN. Teaching Skills for
Preceptors in the Community Setting A
Self-Directed Continuing Education Package.
Developed for the Robert Wood Johnson Generalist
Physician Initiative at the University of Texas
Branch. 1996, re-edited in 2004. Cassidy S.
(2004). Learning Styles An overview of theories,
models, and measures. Educational Psychology. 24
(4), 419-444. Davis MH Harden RM. (1999).
AMEE Medical Education Guide No. 15
Problem-based learning a practical guide.
Medical Teacher 21 (2), 130-140. Gordon J et
all. (2000). Strategic planning in medical
education enhancing the learning environment for
students in clinical settings. Medical Education.
34 (10), 841-850. Hein T Budny D. Teaching to
Students Learning Styles Approaches That Work.
29th ASEE/IEEE Frontiers in Education Conference.
12c1-7. Middlesex Community College. Modality
Preference Inventory. Middletown, CT. Website
https//olt.qut.edu.au/it/ITB116/gen/static/VAK/VA
K_Inventory.htm. OSullivan M, Martin J,
Murray E. (2000). Students perceptions of the
relative advantages and disadvantages of
community-based and hospital-based teaching a
qualitative study. Medical Education. 34 (8),
648-659. Whitman N Schwenk T. The Physician
as Teacher. Salt Lake City, Utah Whitman
Associates, 1997.
27
Teaching Medical Students in the Community
Practice Setting Applying Teaching and Learning
Styles
A teaching skills module developed by the Office
of Regional Medical Education The University of
Texas Medical Branch School of Medicine
Galveston, TX
Please print the links below to share evaluation
feedback and request CME credit. ?
Credits Pam Hentschel, M.S. Members of the UTMB
Community Faculty Development Coordinating
Committee
Link to Presentation Evaluation Form
Link to Post-Test and CME Credit Request Form
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