Even Better Together.The quality and quantity of tools such as workshops, presentations and curriculum support is magnified when we work together.
William T. Branch, Jr., MD
I. The presentation
Establishing a learning climate
Orienting the team
Conveying openness and enthusiasm for learning
Choice of a setting
Conference room or bedside
Special aspects of bedside presentations
How to begin
Length and detail
To interrupt or not?
Learning about the patient vs. concentrating on the learner
Use of open questions to asses the learners' level of knowledge and clinical reasoning ability
Clarifying, broadening, justifying, or hypothetical questions
Priming for the examination, setting learning goals
Be a role model
Be a "coach"
II. Teaching in the exam room
First build the relationship with the learner
Point our what you will model
Elicit feedback and practice
Coaching and teaching clinical skills
Show one, do one, teach one
Teaching higher level skills: communications skills, diagnostic reasoning, medical ethics, professionalism
Setting up an exercise: eg advanced communications skills, informed consent, explanatory models, advance
Demonstrating humanism and compassion at the bedside
Some ways of master teachers
III. Holding three-way conversations at the bedside
Setting up a three-way conversation
Advantages and disadvantages
Avoid marginalizing the learner
Involve the patient
IV. Summary and didactics
Give the "general rule"
More detailed teaching, making assignments, mini-lectures, or teaching scripts
Opportunities for higher level teaching: providing feedback; addressing ethics and professionalism, communications skills,
or housestaff stress
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