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Faculty Development: Part 1 Teaching Tips for the Clinical Setting Augusta, GA December 3, 2008 T. Andrew Albritton, MD Medical College of Georgia For technical assistance please contact Tech Support at or at

Incorporating Learners into a Busy Clinical Practice Plan ahead Plan ahead –Letter welcoming students to your practice –Written expectations –Schedule time for teaching and feedback Orientation Orientation –Staff  Establish guidelines –Patients –Student If you have any technical issues, please contact or

Incorporating Learners into a Busy Clinical Practice First day First day –Introduce students to staff –Review expectations and clerkship objectives –Determine how the students will introduce themselves to patients –Shadow  Model  Function Independently If you have any technical issues, please contact or

Incorporating Learners into a Busy Clinical Practice Think of ways the student save you time Think of ways the student save you time –Write prescriptions –Phone follow-up –See work-in patients –Triage patients You are not responsible for the students 24/7 You are not responsible for the students 24/7 –Develop 4 day precepting week If you have any technical issues, please contact or

Preceptor’s Responsibilities Treat the patient Treat the patient Diagnose the learner Diagnose the learner Teach the learner Teach the learner If you have any technical issues, please contact or

Treating the Patient The easy way: Do it yourself The easy way: Do it yourself Have the student watch you… Have the student watch you… –Take a history –Perform a physical exam Have the student listen to your… Have the student listen to your… –Assessment –Plan Advantages/disadvantages? Advantages/disadvantages? If you have any technical issues, please contact or

Treating the Patient The better way: Let the learner try first The better way: Let the learner try first Allow the student to evaluate and present the patient Allow the student to evaluate and present the patient Advantages/disadvantages? Advantages/disadvantages? If you have any technical issues, please contact or

The Challenges Teaching time is limited Teaching time is limited Clinical demands are significant Clinical demands are significant No two learners are alike No two learners are alike –Different levels of knowledge and skills –Different attitudes –Different learning styles –Different prior experiences If you have any technical issues, please contact or

Teaching and Clinical Demands Make the student more efficient Make the student more efficient –Establish clear expectations  Verbally and in writing –What do you expect from a good student? Provide guidelines Provide guidelines –Oral presentations –Medical Documentation Give examples Give examples If you have any technical issues, please contact or

Diagnosing the Learner It’s like primary care, you don’t have to do everything in one visit It’s like primary care, you don’t have to do everything in one visit Preceptors can easily overwhelm learners with information Preceptors can easily overwhelm learners with information Students can only retain small amounts of information Students can only retain small amounts of information If you have any technical issues, please contact or

Diagnosing the Learner It’s easy: Ask 3 simple questions! It’s easy: Ask 3 simple questions! WHAT do you think is going on? WHAT do you think is going on? WHY do you think so? WHY do you think so? WHAT do you want to do? WHAT do you want to do? If you have any technical issues, please contact or

The Three W’s Provides learner with an incentive to think and apply knowledge Provides learner with an incentive to think and apply knowledge Provides the preceptor with information about what the learner knows or does not know. Provides the preceptor with information about what the learner knows or does not know. –Areas for teaching –Areas for feedback If you have any technical issues, please contact or

Diagnosing the Learner: What Ask the learner to make a commitment or decision Ask the learner to make a commitment or decision –Diagnosis –Course of action –Treatment plan Ask open-ended questions Ask open-ended questions –What do you think is going on? –Do you have an explanation for the patient’s symptoms? If you have any technical issues, please contact or

Diagnosing the Learner: Why Ask the learner for evidence to support her/his commitment Ask the learner for evidence to support her/his commitment Have the learner “think out loud” Have the learner “think out loud” –Insight into problem-solving skills If you have any technical issues, please contact or

Diagnosing the Learner: What Ask the learner what s/he wants to do to take care of the patient Ask the learner what s/he wants to do to take care of the patient Ask the learner to provide other diagnostic or treatment possibilities with supporting evidence Ask the learner to provide other diagnostic or treatment possibilities with supporting evidence If you have any technical issues, please contact or

Teaching the Learner Identify key points for emphasis Identify key points for emphasis –One or two teaching points per patient –Based teaching on the Three W’s Link key points to a relevant teaching point for the student to learn Link key points to a relevant teaching point for the student to learn Reflection: Ask the student what 2 things s/he learned that day Reflection: Ask the student what 2 things s/he learned that day If you have any technical issues, please contact or

What should you teach? Curriculum Goals & Objectives –Knowledge  Differential diagnosis  Treatment  Management –Skills  History taking  Physical exam  Presentations  Medical Documentation If you have any technical issues, please contact or

What should you teach? Attitudes Attitudes –Ability to assume responsibility –Accountability –Punctuality Behaviors Behaviors –Professionalism –Communication skills –Interpersonal skills If you have any technical issues, please contact or

Take Home Messages Students are most interested in learning when the content is relevant to their Students are most interested in learning when the content is relevant to their –Immediate needs: tests, evaluations –Long-term needs: career goals By emphasizing the relevance of what you teach, students become more motivated to learn By emphasizing the relevance of what you teach, students become more motivated to learn Assessment drives learning Assessment drives learning If you have any technical issues, please contact or

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