1. Teaching Teachers to Teach Clerkship Retreat May 8th, 2006 Eva Metalios, MD Hanah Polotsky, MD

2. Introductions

3. Objectives To consider Qualities of Excellent TeachersTo consider Qualities of Excellent Teachers To explore how to find a Teachable MomentTo explore how to find a Teachable Moment To enhance Skills to Teach around the Teachable MomentTo enhance Skills to Teach around the Teachable Moment

4. Workshop Background  Sharpening the Saw: Becoming better teachers Phillip Sarkin, MD University of Buffalo  A five Steps “Microskills” Model of Clincal Teaching Jon Neher Valley Family Medicine Washington  Teaching the One-minute Preceptor David M.Irby, PhD University of Michigan

5. Your Finest Teacher Cow Philosophy

6. Who is your finest teacher?Who is your finest teacher? What were the characteristics that made this teacher excellent?What were the characteristics that made this teacher excellent? Your Finest Teacher

7. Ten Tips to Becoming a Better Teacher 1.Consider your goals and objectives, and communicate them to your learner 2.Discover enthusiasm for your subjects and your learners 3.Take your teaching and their learning seriously – plan, teach, reflect 4.Rediscover your sense of humor 5.Make your learner as active as possible 1.Consider your goals and objectives, and communicate them to your learner 2.Discover enthusiasm for your subjects and your learners 3.Take your teaching and their learning seriously – plan, teach, reflect 4.Rediscover your sense of humor 5.Make your learner as active as possible

8. Ten Tips to Becoming a Better Teacher 6. Be respectful of your learners 7. Promote self-directed learning 8. Provide feedback - frequent, timely, constructive 9. Admit your limitations - relearn to say “I don’t know” 10. Make your teaching and their learning fun 6. Be respectful of your learners 7. Promote self-directed learning 8. Provide feedback - frequent, timely, constructive 9. Admit your limitations - relearn to say “I don’t know” 10. Make your teaching and their learning fun

9. Opportunities to Teach

10. The Case of the Painful Ear

11. DIAGNOSE PATIENT DIAGNOSE PATIENT DIAGNOSE LEARNER 1. GET COMMITMENT 2. PROBE FOR EVIDENCE DIAGNOSE LEARNER 1. GET COMMITMENT 2. PROBE FOR EVIDENCE TEACH 3. PROVIDE POSITIVE FEEDBACK 4. TEACH GENERAL RULES 5. CORRECT ERRORS TEACH 3. PROVIDE POSITIVE FEEDBACK 4. TEACH GENERAL RULES 5. CORRECT ERRORS FIVE MICROSKILLS FOR CLINICAL TEACHING

12. 1.GET A COMMITMENT “What do you think is going on?” 2. PROBE FOR SUPPORTING EVIDENCE “Why do you think this is the case?” 3.REINFORCE WHAT WAS RIGHT “You did a good job with…” 4.CORRECT MISTAKES “Next time try…” 5.TEACH GENERAL RULES “The take home points are…”

13. Teaching the One-minute Preceptor Design: Randomized controlled trial Objective: Evaluate the effect of teaching the OMP on residents teaching skills Participants: n = 57 2 nd & 3 rd year residents Intervention: 1 hour session - 15 min lecture, 20 min role play, and 15 min discussion Furney SL, et al. J Gen Intern Med 2001;16:620-624

14. Teaching the One-minute Preceptor Primary Outcome: change in student ratings of residents OMP teaching skills Secondary Outcome: residents self report of pre- and post- intervention use of teaching skills Furney SL, et al. J Gen Intern Med 2001;16:620-624.

15. Survey Items from the Student Evaluations of Resident Teaching Furney SL, et al. J Gen Intern Med 2001;16:620-624

16. Mean change in OMP Teaching Ratings Furney SL, et al. J Gen Intern Med 2001;16:620-624. Change in Teaching Ratings Change in Teaching Ratings Survey Questions

17. Teaching the One Minute Preceptor  Learners assigned to intervention reported statistically significant changes in teaching behaviors  87% of residents reported intervention as useful or very useful  Student ratings of teacher performance showed improvement in teacher skills  Learners in the intervention group reported increased motivation to do outside reading  Learners assigned to intervention reported statistically significant changes in teaching behaviors  87% of residents reported intervention as useful or very useful  Student ratings of teacher performance showed improvement in teacher skills  Learners in the intervention group reported increased motivation to do outside reading Furney SL, et al. J Gen Intern Med 2001;16:620-624

18. Five Microskills for Clinical Teaching 1.GET A COMMITMENT 2.PROBE FOR SUPPORTING EVIDENCE 3.REINFORCE WHAT WAS RIGHT 4.CORRECT MISTAKES 5.TEACH GENERAL RULES

19. WHAT MAKES A GOOD TEACHER? WHAT IS MY TEACHING STYLE? HOW CAN I APPLY WHAT HAS BEEN DISCUSSED TODAY TO TEACHING IN MY OWN WORK SETTING? WHAT MAKES A GOOD TEACHER? WHAT IS MY TEACHING STYLE? HOW CAN I APPLY WHAT HAS BEEN DISCUSSED TODAY TO TEACHING IN MY OWN WORK SETTING? TEACHING TEACHERS TO TEACH

20. “…also, while I’m here. I’ve got this pain in my back and a ringing in my ears. I’m telling you, sometimes I can’t hear myself think, which, I guess, is all right, because I can’t remember a thing. Nothing I eat agrees with me, and I’m constipated. Now let me tell you about my knees…” Why Alien Abductions and Examinations Stopped