2. Clinical Training and COACH’ing Model

3. Which factors may adversly effect clinical teaching?

4. The method used to overcome these potential problems is called COACHING

5. OBJECTİVES At the en of this session, the participants should be able to; – Describe the difference of skills training, – Explain the (coach) model, – List principles of feedback – Explain the features of an effective coach.

6. 5 BASICS OF MEDICAL EDUCATION COGNITIVE Knowledge Attitude APPLICATION Communication (Skills)Motor (hand) Intellectual (decision)

7. 6 APPLICATION PROCESS / CLINICAL SKILLS 1.Communication HistoryHistory taking Counseling/Patient educationFamily planning 2.Motor Physical exam Abdominal exam Diagnostic tests Peripheral smear Interventions IV injections 3.Intellectual Interpretation of testsECG interpretation Decision process/problem solvingAlgorithmic approach Behavioral change/problem solvingAlgorithmic approach

8. 7 What should be the method of skills training?

9. 8 KnowledgeLectures, presentations, small group work Attitude Small group discussions role play, video Skills Practical training Role play

10. 9 Skills training-the participant Observation Practice Experience

11. COACH MODEL CLINICAL TEACHING/ COACH MODEL 10

12. COACH C lear Performans Model – Role Model O penness to Learning – Education environment A ssess Performance – Continuous assessment C ommunication – Listen, understand H elp and Follow Up – Plan and follow up 11

13. COACH C lear Performans Model – Role Model O penness to Learning – Eğitim Ortamı A ssess Performance – Sürekli değerlendirme C ommunication – Dinle, anla H elp and Follow Up – Plan yap, takip et What kind of role model? Master in practice Allows observation Standards of practice are known/clear 12

14. COACH C lear Performans Model – Rol Model O penness to Learning – Educational environment A ssess Performance – Sürekli değerlendirme C ommunication – Dinle, anla H elp and Follow Up – Plan yap, takip et Motivating/positive learning environment Provides Security Psychological and social External resources enough What kind of educational environment? 13

15. COACH C lear Performans Model – Rol Model O penness to Learning – Eğitim Ortamı A ssess Performance – Continuous assessment C ommunication – Dinle, anla H elp and Follow Up – Plan yap, takip et Continuous, primarily formative Measuring target behaviours (assessment guidelines) Giving feedback Known competency level What kind of assessment? 14

16. Assessment guidelines

17. WHEN TO GIVE FEEDBACK? Before practice: feedback for the previous session During practice After feedback 16

18. Why is feedback important to the learner? Clarifies goals and expectations Reinforces good performance Provides a basis for correcting mistakes (formative assessment) Serves as a reference point for ultimate (summative) evaluation at the conclusion of the educational programme Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).

19. Why is feedback important to the learner? Offers insight into actual performance and consequences versus what the learner thought or intended Reduces reliance on self-validation Reduces anxiety and insecurity about performance Demonstrates interest about the learner as a person Promotes two-way communication Provides guidance Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).

20. Important principles of feedback Feedback should be: Timely, frequent and expected by both teacher and learner Based onfirst-hand data: personal observation by the teacher Labelled clearly as feedback so the learner has no doubt about receiving feedback Descriptive: not evaluative Constructive Specific, including examples not generalizations Nonjudgemental Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).

21. Important principles of feedback Feedback should be: Balanced, giving positives and negatives Objective, focused on behaviour, performance, and not on personality traits Directed to behaviour that can be changed Selective: addressing one or two key issues Focused on helping the learner come to a better understanding of the problem and ways in which he or she can address it more effectively Monitored to the learner’s temperament, personality and response Two-way process between learner and teacher Designed to address decisions and actions Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).

22. Feedback examples Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).

23. COACH C lear Performans Model – Rol Model O penness to Learning – Eğitim Ortamı A ssess Performance – Sürekli değerlendirme C ommunication – Listen, understand H elp and Follow Up – Plan yap, takip et To understand active listening empathic listening ask questions What kind of communication? 22

24. COACH C lear Performans Model – Rol Model O penness to Learning – Eğitim Ortamı A ssess Performance – Sürekli değerlendirme C ommunication – Dinle, anla H elp and Follow Up – Plan, follow up For full-learning During the training practice After the training practice Plan Apply Follow Up What kind of help? 23

25. AN EFFECTIVE COACH'S CHARACTERISTICS : EXPERT of teach the knowledge and skills ENCOURAGE participants to learn new things COMMUNİCATE effectively. provides effective FEEDBACK when needed gives importance to the APPLİCATİON not the superior status (inaccessibility), working with his colleagues position. 24

26. Summary: – What is the difference of skills training? – Explain the (coach) model, – What are some principles of feedback? – Explain the features of an effective coach. 25