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RVTS Supervisor Series. 2013 Planning to learn ? Learning to Plan ? A fresh look at learning plans. Background.

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Rvts supervisor series
RVTS Supervisor Series

2013

  • Planning to learn?

  • Learning to Plan?

    A fresh look at learning plans


Background
Background

The learning plans are highly valued by registrars as a log book of learning, a framework of exam progress, a guide book for professional ambitions and a diary of their progress with their Supervisor, Training Advisor and RVTS.


Since lp s started
Since LP’s started …

  • Registrars often sit both College exams

  • Increasing numbers seek AST / FARGP

  • Develop sub-specialty interests E.g. skin cancer – not necessarily an AST

    The current format is not ideal


So for a new lp
So… For a new LP??

  • Where have you been?

  • Where are you now?

  • Where are you going?

  • How are you going to get there?

  • How can I help you along the road?

  • What do you need?

  • How do we build a plan?


The new lp
The New LP

Well it’ll be different?

The focus is about the Registrar defining his/her needs; refining his/her goals and clearly outlining how their Supervisor and T/A will ensure the goals are achieved.


Goals mandated or optional
GOALS – mandated or optional

MANDATORY

  • RVTS required

  • Colleges

  • Emergency course

  • AST ? FARGP

OPTIONAL

  • Exambitions

  • Other interests

  • Pastoral

  • Practice


Is it a diary
Is it a diary?

  • The idea is that each month the Registrar and Supervisor build the plan with prescribed input:

    ie: my stuff; Exam stuff; Clinic stuff:

    3 monthly T/A 3-ways to underline this.


Objectives
Objectives

  • Develop plan for learning

    • Objectives

    • Learning/teaching

    • Feedback and Assessment

  • Discuss strategies for implementation

  • Think about educational history

  • Address challenges in the clinical setting


Plan

  • Experiences and activity - planning for a trainee term

  • Difficulties - workable strategies

  • Sum up and evaluation




In the new plan

In the new plan…

What goes in the plan

And what doesn’t…


Learning plans
Learning plans

  • SMART learning objectives

  • How are you going to learn it?

  • How are you going to assess whether you have achieved it?


Smart learning outcomes
SMART learning outcomes

Specific

Measureable

Achievable

Realistic

Timely


Objectives1
Objectives

  • Specific

  • Achievable

  • Measurable

  • Are they set at the correct level?

  • Individual learning needs?


Set your own learning outcomes
Set your own learning outcomes

e.g., At the end of this term, I will be able to…

- be confident at prescribing oral contraceptives

- perform simple skin excisions


Learning plan
Learning plan

Be confident at prescribing contraception

How?

-Attend FPQ course

  • Discuss with supervisor

  • CHECK

  • Meet with pharmacist

    Measure

  • Am I confident? Yes or no...

  • Check with patients, supervisors

  • Audit



What is your experience with teaching plans

What is your experience with teaching plans?

Think about 3-ways you may have had and what they could achieve?


What do we want the registrars to achieve
What do we want the Registrars to Achieve?

  • To gain fellowship

  • To be good Doctors

  • To perhaps stay Rural Doctors

  • To manage professional and family life

  • And then some …


Teaching learning plan
Teaching/Learning Plan

  • Objectives

  • Methods (teaching/learning)

  • Appraisal with feedback

  • Assessment


Feedback and Assessment

  • Competency being defined by observable behaviours

  • Adequate sampling (multiple events)

  • Adequate inputs (multiple people)

  • Timely (remember!)


Miller’s pyramid:Assessing Clinical Competence

Miller, 1990


Miller s pyramid modified
Miller’s Pyramid (Modified)


Deliberate practice
Deliberate Practice

  • Well defined and important tasks

  • Opportunity to practice and improve

  • Motivation and endurance (hanging in there)

  • Reflection

  • Good supervision and feedback

  • Planning to ensure optimal use of time



Time… program?

  • Good orientation

  • Effective teaching learning methods (one minute teacher, SNAPPS)

  • Sharing responsibility

  • Use of resources as backup


SNAPPS program?

  • Summarise the History & Exam

  • Narrow the differential

  • Analyze the differential

  • Probe the teachers about uncertainties

  • Plan management

  • Select an issue for self directed learning

  • Wolpaw, 2003.


Have you planned for
Have You Planned For… program?

  • Orientation

  • Learning environment

  • Range of methods

  • Resources


Patient care
Patient Care… program?

  • Teach essential skills early

  • Ensure competency = responsibility

  • Increase teacher observation

  • Patients like it


Taking an educational history program?

  • Set aside time

  • Get to know them – family, background, non-medical interests, book they are reading...

  • Determine

    • Previous experience

    • Future plans

    • Self evaluated strengths and weaknesses

  • Why this attachment?

  • What they want to achieve?

  • Any concerns?


Teacher styles

Teaching and learning styles program?

Teacher styles

Learner stages

Based on Grow, 1991


What works
What Works… program?

  • Good orientation

  • Incorporate learner into active patient care role

  • Schedule explicit teaching/learning time

    (Regan-Smith, Acad Med, 2002)


Teacher as Role Model program?

  • Teacher - one of the most powerful influences on learning

  • Role models - attitudes, interest, enthusiasm

  • Interpersonal relationship has major impact on learning


To sum up
To Sum Up… program?

  • Develop plan for learning

    • Objectives

    • Learning/teaching

    • Appraisal and Assessment

  • Discuss strategies for implementation

  • Take an educational history

  • Address challenges in the clinical setting


Evaluation what went well what could be improved
EVALUATION program?What went well?What could be improved?


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