1. The Teaching Physician: How to Become a More Effective Medical Educator The Teaching Center UNC Department of Pediatrics The Teaching Center

2. Teaching Center Faculty Jack Benjamin, MD Division Chief, General Pediatrics and Adolescent Medicine Julie Byerley, MD, MPH Director, Medical Student Education in Pediatrics Harvey J. Hamrick, MD Residency Program Director, Pediatrics Allen Liles, MD Residency Program Director, Medicine and Pediatrics The Teaching Center

3. Welcome and Introductions The Teaching Center

4. Overview of the Teaching Physician Program Session Curriculum Project Teaching Portfolio Preparation Relationships and Support The Teaching Center

5. Session Curriculum 1. Clinical Teaching 2. Clinical Teaching II 3.Developing Curriculum and Assessing Learners 4.Delivering Feedback 5.Developing a Teaching Portfolio 6.Large Group Teaching 7. Small Group Teaching 8.Evidence-Based Education and Educational Research The Teaching Center

6. Project Develop an educational product that you can keep and use to facilitate your teaching efforts Plan for evaluation of your teaching effectiveness within your project Present in poster form at Evening of Scholarship The Teaching Center

7. Teaching Portfolio Each participant will develop a teaching portfolio as a product from this course that can be added to throughout your academic career The Teaching Center

8. Relationships and Support Curriculum adapted from The Teaching Scholars Program Each of us will be available to support you – either by ourselves or by helping you find the right people The Teaching Center

9. Session 1: Clinical Teaching Clinical Teaching: The one-on-one teaching that occurs centered around patient care. The Teaching Center

10. Objectives for Session 1 Provide a brief summary of background information on adult learning theory Overview some strategies for effective and efficient clinical teaching Illustrate appropriate approach to learners Prepare for more detailed discussions next session The Teaching Center

11. Adults as Learners Adults are self-directed »Want to set their own learning objectives »Learn from experience »Want knowledge that can be applied »Learn best in an environment of mutual respect »Want to evaluate their progress The Teaching Center

12. Adult Learning - Applied Teachers should coach, not prescribe Learners should participate, not watch Instruction should occur in the field, not the classroom Learning requires action, reflection, and feedback Jack Ende, assessing Adult Learning Theory as understood by John Dewey The Teaching Center

13. Teachers should coach… The Teaching Center

14. Clinical Coaching Requires enthusiasm Requires teamwork »Improvement focused »The goal is that everyone succeeds Requires observation Requires patience Requires knowledge Requires an appreciation for the learner’s goals The Teaching Center

15. First Steps in Effective Teaching: Generate enthusiasm »For the process of teaching »or the subject matter »or the students Teach what you love The Teaching Center

16. First Steps (continued) Clarify the learner’s goals on day 1 Set the expectations on day 1 Establish the expectation of teamwork »Maintain a focus on improvement Plan for observation »Time-consuming Remember that observation doesn’t have to be of each piece every time The Teaching Center

17. Clarify the Learner’s Goals… The Teaching Center

18. Observation Photos Courtesy of http://www.uncbasketballupdate.com/04-05_championship.html The Teaching Center

19. Clinical Teaching Situational Not always carefully planned Demands efficiency in teaching The Teaching Center

20. Efficiency in Clinical Teaching Label your teaching Take advantage of the Teachable Moment »But be sure to label it Teach in small bites Create your own teaching scripts Teach through the work you are already doing Think out loud Illustrate your own questions and find answers to those questions with your learners Use The One Minute Preceptor The Teaching Center

21. The Art of Asking Questions Ground rules »Give the learner time to answer »Give clear feedback on responses The Teaching Center

22. The Art of Asking Questions: Know What You are Trying to Ask Different goals of asking questions – »Determine where the learner’s knowledge level is for the given situation »Test factual recall »Determine the learner’s thought processes and connections »Teach appropriate thought processes to develop connections »Illustrate unanswered questions The Teaching Center

23. What am I Thinking? It’s difficult to avoid asking “What am I thinking?” questions »Determine why you are thinking what you’re thinking »then re-focus your question The Teaching Center

25. What is Feedback? The process of informing learners of your perceptions of their performance »Complimenting what was done well »Constructive acknowledgement of what was not done well The information that highlights the dissonance between the actual and the intended result. The Teaching Center

26. Feedback Feedback is clinical teaching Feedback is given a lot more often than it’s labeled as “feedback” Learners consistently say they want more feedback Feedback can occur on any facet of the encounter…communication skills, PE, assessment, differential, written work, presentation, literature review, etc. The Teaching Center

27. Evaluation

28. Appropriate Approach to Learners Giving improvement-focused feedback to learners is not maltreatment Treat your learners, just like your patients, with Humanism »Identify multiple perspectives »Reflect on possible conflicts »Choose altruism The Teaching Center

29. Issues Relating to Culture and Ethnicity Lack of role models Feeling ignored or looked over Feeling like teachers are naturally drawn toward people like themselves Needing to connect Feeling that grades are sometimes influenced by these subtle issues The Teaching Center

30. Appropriate Treatment of Learners Be professional. Make attempts to connect. Identify the commonality. Involve all learners. Be open to mentoring any learner. The Teaching Center

31. Commonality Photo Courtesy of Gerry Broome, AP The Teaching Center

32. Effective Clinical Teaching Based on shared and understood goals With opportunity for action and self-reflection Consistent, clear, improvement-focused feedback In a humanistic environment The Teaching Center

33. Discuss additional teaching techniques that you have found valuable in clinical teaching. The Teaching Center