Excellence in clinical teaching
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Excellence in Clinical Teaching. Your Name Here Your Organization. Objectives. Recognized characteristics of an excellent clinical teacher Identified barriers and solutions to achieving teaching excellence at our organization Performed a self-assessment of our clinical teaching abilities

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Excellence in Clinical Teaching

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Excellence in clinical teaching

Excellence in Clinical Teaching

Your Name Here

Your Organization


Objectives

Objectives

  • Recognized characteristics of an excellent clinical teacher

  • Identified barriers and solutions to achieving teaching excellence at our organization

  • Performed a self-assessment of our clinical teaching abilities

  • Explored peer-review methods as a tool for improving our clinical teaching abilities

  • Discussed important issues specific to this group


Take home points

Take-Home Points

  • Clinical teaching is unique and demanding

  • We have experienced both excellent and poor clinical teaching- Embrace the good

  • Learner reviews, self-assessments, and peer-reviews can improve our clinical teaching

  • Fostering a culture of honest and specific feedback is the key to improvement


Clinical teaching

Clinical Teaching

  • How is it different?

    Settings

    Time constraints

    Learners levels

    Topics unpredictable

    Patient care


Excellent clinical teachers

Excellent Clinical Teachers

  • Activity One

  • Think back to your medical school or residency experience

  • In groups, discuss the characteristics of your best clinical teacher

  • Write responses on your white board


Excellent clinical teachers1

Excellent Clinical Teachers

  • Accessible to their residents

  • Enthusiastic about teaching

  • Knowledgeable, good clinical skills

  • Well organized

  • Respectful

  • Communicate clearly

  • Present goals logically

  • Set goals and provide feedback


Ineffective clinical teachers

Ineffective Clinical Teachers

  • Activity Two

  • Think back to your medical school or residency experience

  • In pairs, discuss the characteristics of your worst clinical teacher

  • Write responses on your white board


Ineffective clinical teachers1

Ineffective Clinical Teachers

  • Negative attitude, intimidating

  • Poor feedback skills

  • Inaccessible

  • Limited knowledge

  • Fail to recognize extra effort

  • Poor communication skills

  • Fail to adhere to schedule


Subjective assessments

Subjective Assessments

  • Assessment of clinical teaching abilities often subjective

  • Does excellent clinical teaching “rating” really matter?


Proven outcomes

Proven Outcomes

  • Prospective cohort study

  • 502 third-year medical students

  • Good, mediocre and poor faculty

  • Significantly higher USMLE scores for students of good clinical teachers

  • Subjective assessment of clinical teaching correlates to outcome

Griffith, Charles H., Georgesen, John C., Wilson, John F.: Six-Year documentation of the association between

excellent clinical teaching and improved student examination performance. Academic Medicine. 75:62-64, 2000


Self assessment

Self-Assessment

  • Activity Three

  • Achieving excellence in clinical teaching begins with you

  • Reflect on your experience as a clinical teacher

  • Complete the Faculty Self-Assessment


Barriers to excellence

Barriers to Excellence

  • Activity Four

  • What are some barriers to individual and collective excellence in clinical teaching at our organization?

  • Discuss this question your group and list barriers on your white board.


Potential barriers

Potential Barriers

  • Limited feedback from learners and peers

  • Vague or unhelpful feedback

  • Ego or self-misperception

  • Organization culture


Solutions to barriers

Solutions to Barriers

  • Activity Five

  • Now that we know a little more about our own strengths and weakness, lets turn our attention to those barriers

  • Discuss potential solutions with your group and write them on your white board


Peer reviews

Peer-Reviews

  • Tool to provide additional information

  • Ask for specific and actionable feedback

  • Use feedback constructively

  • General overview or event related


Objective analysis

Objective Analysis

  • Reviewing a peer may be difficult outside of the “heat of the moment”

  • Consider an OSCE-like evaluation of your clinical teaching

  • Some studies have attempted to identify specific objective metrics but failed

  • May be used as a mentorship tool


Integration task

Integration Task

  • Peer-reviews included in your handout

  • Similar to your self-assessment

  • Give to two colleagues over the next week

  • Consider the OSCE-like evaluation during your next clinical teaching experience


Help line

Help Line

  • Many of you posed great questions for discussion on the faculty LRNA

  • Let’s form a circle and discuss some of these questions as a group


Our concerns

Our Concerns

  • How do I get better at clinical teaching?

  • How do I make time for teaching?

  • Can active learning be combined with the 5-minute preceptor effectively?


Take home points1

Take-Home Points

  • Clinical teaching is unique and demanding

  • We have experienced both excellent and poor clinical teaching- Embrace the good

  • Learner reviews, self-assessments, and peer-reviews can improve our clinical teaching

  • Fostering a culture of honest and specific feedback is the key to improvement


Questions

Questions


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