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Effective and Efficient Outpatient Clinical Teaching - a Primer and Panel Discussion

Effective and Efficient Outpatient Clinical Teaching - a Primer and Panel Discussion. Faculty/Resident Teaching Development Session 12/21/06, Meyer 1-191 Hosted by the Department of Neurology and the Dean’s Office. Outpatient Teaching Pearls. Thoughts from a Panel Discussion moderated by

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Effective and Efficient Outpatient Clinical Teaching - a Primer and Panel Discussion

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  1. Effective and Efficient Outpatient Clinical Teaching - a Primer and Panel Discussion Faculty/Resident Teaching Development Session 12/21/06, Meyer 1-191 Hosted by the Department of Neurology and the Dean’s Office

  2. Outpatient Teaching Pearls Thoughts from a Panel Discussion moderated by David E. Newman-Toker, MD Neurology Clerkship Director

  3. Prep (& Drape) the Patient • Justin C. McArthur, M.B.B.S., M.P.H. Chairman, Department of Neurology • By greeting the patient in the waiting room with the student, you get a “quick-look” diagnosis, and an opportunity to set expectations for the patient and the encounter. The patient will be happy when those expectations are met.

  4. Work the Down Time • Eric H. W. Kossoff, M.D. Associate Director, Pediatric Neurology Residency Program • Use those “wasted” moments on the way to check in, back from check out, etc. to “check in” with the student about the case. Convert otherwise “dead air time” into educational work product.

  5. Wink, Wink, Nudge, Nudge • Thomas O. Crawford, M.D. Associate Professor, Pediatric Neurology • Make the patient an insider trader and co-conspirator in the trainee’s education; begin with a wink and a nod that they’re “in the know” when you leave with the trainee to talk about the case (e.g., explain to them that you don’t want to put the trainee on the spot in front of them).

  6. We’re All Snowflakes • Vinay Chaudhry, M.D. Vice Chair Clinical Affairs, Department of Neurology • Every student is unique, and every encounter is unique. Stay aware of the educational process. Read the student and the patient, and adjust your educational strategy accordingly.

  7. Make a Lasting Impression • Patricia A. Thomas, M.D. Associate Dean for Curriculum, JHUSOM • You never get a second chance to make a LAST impression. The patient wants and needs closure. Make sure you secure some private one-on-one attending time so they feel they’ve had your undivided attention before they go.

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