2Learning Objectives To Explore some characteristics of good teachers To Review Teaching TipsTo Learn the 5 Microskills of the One-Minute Preceptor
3Characteristics of Good Teachers EnthusiasticAsk QuestionsNonthreateningPromote self learningRecognize the needs of the learnerKnowledgable
4Orient Your LearnersYou can’t get to your target if you don’t know where you want to beReview Learning ObjectivesOutline expectationsAssess their needsOrganize the month/ExperienceAssign responsibilities
5Role Model Be professional Have a good attitude Be on time Pitch in/lead from the frontTreat everyone with respect
6Create a Good Learning Environment Show enthusiasmInvolve your studentsBe friendlyBe consistentAsk questions in a non-threatening way
7Put Forth an Effort Take the time to teach! Give students assignments when things are busy
8Teach What You KnowStudents need to know how to present, how to write orders, how to examine patients, how to read chest x-rays, how to replace K+, where the bathroom is, etc.Recognize that you learn by teaching
9Give Feedback Feedback is absolutely crucial for improvement Let your team know what they are doing well and where they can improve
10Pitfalls in Clinical Teaching Taking over the patient/caseInappropriate lecturingInsufficient “wait time” on questionsLeading questions-”Could this be pneumonia?”Pushing Past Ability
11Teacher Reasoning and Action Diagnose the PatientDiagnose the Learner1. Get a commitment2. Probe for evidenceTeachTeach general rules. Provide feedback. Correct mistakes.
12FIVE-STEP MICROSKILLS MODEL OF CLINICAL TEACHING The One Minute PreceptorThis is one technique to recognize teaching within time constraints
13FIVE-STEP MICROSKILLS MODEL OF CLINICAL TEACHING Get a CommitmentProbe for Supporting EvidenceTeach General PrinciplesReinforce What was Done WellCorrect Mistakes
14FIVE-STEP MICROSKILLS MODEL OF CLINICAL TEACHING Step One: Get a Commitment“What do you think is going on with this patient?”“What would you like to do?”Even a hunch or guess is better for learning than no commitment.
15FIVE-STEP MICROSKILLS MODEL OF CLINICAL TEACHING Step Two: Probe for Supporting Evidence“What led you to that diagnosis?”“Why did you choose that follow up test?”Helps teacher identify what the learner does and does not know.Must not be intimidating or antagonistic
16FIVE-STEP MICROSKILLS MODEL OF CLINICAL TEACHING Step Three: Teach General Rules“Reactivation TB is more commonly an upper lobe process.”“Small cell lung cancer is typically centrally located.”Can skip if learner already knows general principles.
17FIVE-STEP MICROSKILLS MODEL OF CLINICAL TEACHING Step Four: Reinforce What Was Done Right“It was good that you considered the patient’s smoking history when you read the chest x-ray.”Must reward specific competencies.
18FIVE-STEP MICROSKILLS MODEL OF CLINICAL TEACHING Step Five: Correct MistakesHave them self-critique first.Best done in private. Be specific.“Actually, the most common pneumonia in HIV patients is Strep pneumoniae.”
19Learning Objectives To Explore some characteristics of good teachers To Review Teaching TipsTo Learn the 5 Microskills of the One-Minute Preceptor