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The Teaching Physician: How To Become A More Effective Medical Educator

The document outlines a teaching physician program at The Teaching Center at UNC Department of Pediatrics. It discusses effective clinical teaching techniques such as coaching learners, clarifying goals, providing feedback, and treating learners with humanism. The program consists of sessions on clinical teaching, developing curriculum, delivering feedback, and developing a teaching portfolio to evaluate teaching effectiveness. The goal is to support physicians in becoming more effective medical educators.

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71 views34 pages

The Teaching Physician: How To Become A More Effective Medical Educator

The document outlines a teaching physician program at The Teaching Center at UNC Department of Pediatrics. It discusses effective clinical teaching techniques such as coaching learners, clarifying goals, providing feedback, and treating learners with humanism. The program consists of sessions on clinical teaching, developing curriculum, delivering feedback, and developing a teaching portfolio to evaluate teaching effectiveness. The goal is to support physicians in becoming more effective medical educators.

Uploaded by

gopscharan
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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The Teaching Center

The Teaching Physician: How to Become a More Effective Medical Educator

The Teaching Center UNC Department of Pediatrics

The Teaching Center

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

Welcome and Introductions

The Teaching Center

Overview of the Teaching Physician Program


Session Curriculum Project Teaching Portfolio Preparation Relationships and Support

The Teaching Center

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

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

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

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

Session 1: Clinical Teaching


Clinical Teaching: The one-on-one teaching that occurs centered around patient care.

The Teaching Center

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

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

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

Teachers should coach

The Teaching Center

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 learners goals

The Teaching Center

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

First Steps (continued)


Clarify the learners 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 doesnt have to be of each piece every time

The Teaching Center

Clarify the Learners Goals

The Teaching Center

Observation

Photos Courtesy of http://www.uncbasketballupdate.com/04-05_championship.html

The Teaching Center

Clinical Teaching
Situational Not always carefully planned Demands efficiency in teaching

The Teaching Center

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

The Art of Asking Questions


Ground rules Give the learner time to answer Give clear feedback on responses

The Teaching Center

The Art of Asking Questions: Know What You are Trying to Ask
Different goals of asking questions Determine where the learners knowledge level is for the given situation Test factual recall Determine the learners thought processes and connections Teach appropriate thought processes to develop connections Illustrate unanswered questions

The Teaching Center

What am I Thinking?
Its difficult to avoid asking What am I thinking? questions Determine why you are thinking what youre thinking then re-focus your question

The Teaching Center

The Teaching Center

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

Feedback
Feedback is clinical teaching Feedback is given a lot more often than its labeled as feedback Learners consistently say they want more feedback Feedback can occur on any facet of the encountercommunication skills, PE, assessment, differential, written work, presentation, literature review, etc.

The Teaching Center

Evaluation

The Teaching Center

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

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

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

Commonality

Photo Courtesy of Gerry Broome, AP

The Teaching Center

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

Discuss additional teaching techniques that you have found valuable in clinical teaching.

The Teaching Center

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