Excellence in Clinical Teaching Your Name Here Your Organization

Objectives Recognized characteristics of an excellent clinical teacher Identified barriers and solutions to achieving teaching excellence at our organization Performed a self-assessment of our clinical teaching abilities Explored peer-review methods as a tool for improving our clinical teaching abilities Discussed important issues specific to this group

Take-Home Points Clinical teaching is unique and demanding We have experienced both excellent and poor clinical teaching- Embrace the good Learner reviews, self-assessments, and peer- reviews can improve our clinical teaching Fostering a culture of honest and specific feedback is the key to improvement

Clinical Teaching How is it different? Settings Time constraints Learners levels Topics unpredictable Patient care

Excellent Clinical Teachers Activity One Think back to your medical school or residency experience In groups, discuss the characteristics of your best clinical teacher Write responses on your white board

Excellent Clinical Teachers Accessible to their residents Enthusiastic about teaching Knowledgeable, good clinical skills Well organized Respectful Communicate clearly Present goals logically Set goals and provide feedback

Ineffective Clinical Teachers Activity Two Think back to your medical school or residency experience In pairs, discuss the characteristics of your worst clinical teacher Write responses on your white board

Ineffective Clinical Teachers Negative attitude, intimidating Poor feedback skills Inaccessible Limited knowledge Fail to recognize extra effort Poor communication skills Fail to adhere to schedule

Subjective Assessments Assessment of clinical teaching abilities often subjective Does excellent clinical teaching “rating” really matter?

Proven Outcomes Prospective cohort study 502 third-year medical students Good, mediocre and poor faculty Significantly higher USMLE scores for students of good clinical teachers Subjective assessment of clinical teaching correlates to outcome Griffith, Charles H., Georgesen, John C., Wilson, John F.: Six-Year documentation of the association between excellent clinical teaching and improved student examination performance. Academic Medicine. 75:62-64, 2000

Self-Assessment Activity Three Achieving excellence in clinical teaching begins with you Reflect on your experience as a clinical teacher Complete the Faculty Self-Assessment

Barriers to Excellence Activity Four What are some barriers to individual and collective excellence in clinical teaching at our organization? Discuss this question your group and list barriers on your white board.

Potential Barriers Limited feedback from learners and peers Vague or unhelpful feedback Ego or self-misperception Organization culture

Solutions to Barriers Activity Five Now that we know a little more about our own strengths and weakness, lets turn our attention to those barriers Discuss potential solutions with your group and write them on your white board

Peer-Reviews Tool to provide additional information Ask for specific and actionable feedback Use feedback constructively General overview or event related

Objective Analysis Reviewing a peer may be difficult outside of the “heat of the moment” Consider an OSCE-like evaluation of your clinical teaching Some studies have attempted to identify specific objective metrics but failed May be used as a mentorship tool

Example FMIT Checklist 1Clerkship goals and expectations reviewedNoYes 2Rounds were begun and ended on timeNoYes 3Literature searches or topic discussions were assignedNoYes 4Students’ history and physicals were reviewedNoYes 5Students were treated as team membersNeverSometimesAlways 6A broad knowledge of clinical issues was demonstratedNeverSometimesAlways 7Education and patient management were balancedNeverSometimesAlways 8Students were encouraged to formulate their own A and PNeverSometimesAlways 9Students were encouraged to ask questionsNeverSometimesAlways 10Constructive feedback was providedNeverSometimesAlways 11Physical findings were reviewed and demonstratedNeverSometimesAlways 12Clinical decisions (i.e. selection of tests) were explainedNeverSometimesAlways 13Clinical findings (i.e. X-rays) were reviewed and demonstrated NeverSometimesAlways 14Professional and ethical behavior were modeledNeverSometimesAlways 15Effective interpersonal and communication skills were modeled NeverSometimeAlways

Integration Task Peer-reviews included in your handout Similar to your self-assessment Give to two colleagues over the next week Consider the OSCE-like evaluation during your next clinical teaching experience

Help Line Many of you posed great questions for discussion on the faculty LRNA Let’s form a circle and discuss some of these questions as a group

Our Concerns How do I get better at clinical teaching? How do I make time for teaching? Can active learning be combined with the 5-minute preceptor effectively?

Take-Home Points Clinical teaching is unique and demanding We have experienced both excellent and poor clinical teaching- Embrace the good Learner reviews, self-assessments, and peer- reviews can improve our clinical teaching Fostering a culture of honest and specific feedback is the key to improvement

Questions