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Teaching in Clinical Settings Dental Faculty, March 16, 2011

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Title: The One-Minute Preceptor and Other Time-Efficient Clinical Teach skills Author: OSU Last modified by: kestner Created Date: 11/7/2007 1:15:31 PM – PowerPoint PPT presentation

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Title: Teaching in Clinical Settings Dental Faculty, March 16, 2011


1
Teaching in Clinical Settings Dental Faculty,
March 16, 2011
  • Kathryn Plank, PhD
  • Sorabh Khandelwal, MD
  • Cynthia Ledford, MD

2
What is EXCELLENT teaching?
3
Complexity of Clinical Settings
  • Patient care
  • Teaching
  • Efficiency
  • Effective delegation
  • Development of management and teaching skills

4
Challenges
  • Many different levels of learners
  • Rapid pace
  • Simultaneously diagnosing patient and learner

5
Teaching skills used in clinical settings
  • Create an effective learning climate
  • Communicate expectations
  • Observe performance
  • Give feedback

6
Goals of Session
  • Enhance versatility
  • Improve ability to understand clinical teaching
    using an educational framework
  • Provide forum for collegial exchange

7
Video example
8
Learning Climate
  • Do I want to be here?

9
What influences it?
  • T
  • L
  • C

10
Teacher Behaviors
  • Stimulation
  • Learner Involvement
  • Respect and Comfort
  • Admission of Limitations

11
  • Stimulation
  • Show enthusiasm for topic and learners
  • Show interest through body language
  • Use animated voice
  • Provide conducive physical environment
  • Learner involvement
  • Look at learners
  • Listen to learners
  • Encourage learners to participate
  • Avoid monopolizing the discussion

12
  • Respect and comfort
  • Use learners names
  • Acknowledge learners problems/situations
  • Invite learners to express opinions
  • State respect for divergent opinions
  • Avoid ridicule, intimidation, interruption
  • Admission of limitations
  • Acknowledge learner limitations
  • Invite learners to bring up problems
  • Admit own errors or limitations
  • Avoid being dogmatic

13
Stimulation Learner Involvement
Respect comfort Admission of limitations
Learning
coma
incontinence
Anxiety
14
Communication of Goals
  • If you dont know where you are going, you
    might not get there.
  • Yogi Berra

15
The first secret
  • Goal Setting
  • Agree on goals
  • Know what good looks like
  • See what the learner does

Set them up to succeed!
16
Types of Goals
  • Process v Product
  • Means goals (process)
  • Ends goals (product)
  • Knowledge, Skills, Attitudes

17
Defining what to expect
  • Establish Goals
  • Define as learner behaviors
  • Prioritize goals
  • Re-establish goals (define over time)
  • Negotiation of Goals
  • Check out learner acceptance of goals
  • Ask learners for their goals
  • Agree on goals
  • Expression of Goals
  • State clearly and concisely
  • State as behaviors
  • State relevance to learners
  • State expected level of competence
  • Repeat goals periodically

18
Evaluation
19
Evaluation
  • Types
  • Formative (coach) assess, observe
  • Summative (judge) grade

20
Coaching
  • Instructing, training person/people toward a goal

21
Establish role as Coach
  • Common goal of students success
  • Practice
  • Opportunity to practice skills
  • Make it safe

22
Evaluation- how?
  • Observation
  • Questioning
  • Type of Q (open/closed)
  • Wait time
  • Level of question
  • Recall
  • Analysis/synthesis
  • Application
  • Fostering Self Assessment

23
Observations
  • With patients, team
  • Performing interview or exam, counseling,
    procedures
  • Progress notes, admit notes
  • Oral presentations

Give clear expectations Make opportunities to
observe
24

FEED BACK
  • Learning climate
  • Communication of Goals
  • Evaluation

25
Feedback The Breakfast of Champions
David Walton Earle
26
(No Transcript)
27
BEST Feedback (Coaching)
  • Specific
  • Timely
  • Frequent
  • Reinforcing/ Corrective
  • Learner Reaction
  • Action Plan

28
Tell them upfront you are going to coach (give
feedback)
  • Praising
  • Praise immediately
  • Tell them what they did right specifically
  • Reinforce why its so important
  • Encourage them to continue

Help People Reach their Full Potential Catch
them doing something right
29
Feedback
  • Basic behavioral feedback
  • Explain to learners why he/she was correct or
    incorrect.
  • Offer learners suggestions for improvement.
  • Interactive feedback
  • Give feedback on self-assessment
  • Obtain learner reaction
  • Develop action plan with learner

30
Pulling it together on the Fly
31
  • One minute
  • Goal Setting
  • Agree on goals
  • Know what good looks like
  • See what the learner does

32
Tell them upfront you are going to give feedback
  • One minute
  • Praising
  • Praise immediately
  • Tell them what they did right specifically
  • Reinforce why its so important
  • Encourage them to continue

Help People Reach their Full Potential Catch
them doing something right
33
The next step for you. Now you are ready to ..
  • Goal Setting

34
Conclusions
35
Wrap up
  • What is your take home point
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