1. Teaching Clinical Skills -guideline preparation- Zekeriya Aktürk, Prof. Dr. 21 January 2013 zekeriya.akturk@gmail.com http://aile.atauni.edu.tr Student Assessment Course University of Science and Technology / 211

2. Objectives By the end of this module you should be able to; –Discuss the importance of skills training in medical education –Discuss the relation of coaching to skills training –Describe a method for coaching –Describe guidelines and their importance in coaching / 212

3. ‘Observe, record, tabulate, communicate. Use your five senses… Learn to see, learn to hear, learn to feel, learn to smell, and know that by practice alone you can become expert’ Sir William Osler (1849–1919) / 213

4. What teaching methods to use? See one, do one, teach one Skills teaching on manikins Skills teaching on simulated patients Skills teaching on real patients / 214

5. Selecting the Best Method KnowlAttitudeProblem s.Commun.Skills Classroom teach73420 Discussion89672 Audiovisual lect63414 Simulation48883 Case studies57934 COACHING56879 Demonstration64749 / 215

6. Sousa, D. A. How the brain learns: A classroom teacher's guide. 2nd ed. Thousand Oaks. Corwin Press: CA USA; 2001. p. 95 Why Skills Teaching? / 216

7. COACH Approach Clear performance Openness to learn Assess performance Communication Help and follow-up / 217

8. COACH Clear performance Openness to learn Assess performance Communication Help and follow-up What kind of role model? Expert Allows observation Standards of practice are clear / 218

9. COACH Clear performance Openness to learn Assess performance Communication Help and follow-up Motivating/positive Secure Pyschologic and social support External resources enough What kind of learning env.? / 219

10. COACH Clear performance Openness to learn Assess performance Communication Help and follow-up Contiuous, esp. formative Measuring target outcomes Feedback Clear competency level What kind of assessment? / 2110

11. COACH Clear performance Openness to learn Assess performance Communication Help and follow-up Intended to understand Effective listening Empathy Asking questions What kind of communication? / 2111

12. COACH Clear performance Openness to learn Assess performance Communication Help and follow-up For complete learning During education After education Plan-apply-follow up What kind of help? / 2112

13. Five-Steps Approach 1.Overview 2.Demonstration 3.Describe each step 4.Students talk through the skill 5.The students perform the skill John H. George, Frank X. Doto, Fam Med 2001;33(8):577-8 / 2113

14. Examples of Clinical Skills Guidelines and OSCE Steps / 2114

15. http://www.scionpublishing.com/shop/ProductImages/OSCES%20Mock%20Marking%20Scheme.pdf / 2115

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17. https://www.fammed.wisc.edu/sites/default/files//webfm-uploads/documents/med-student/pcc/practice-osce-scenarios.pdf / 2117

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20. How do you assess the learning of these skills? ‘Examinations are formidable even to the best prepared, for the greatest fool may ask more than the wisest man can answer’ –The long case –The short case –Objective structured clinical examination (OSCE) –Workplace-based assessment Charles Caleb Colton (1780–1832) / 2120

21. Summary What is the best method of teaching psychomotor skills? What are the steps in teaching clinical skills? How would you develop steps for clinical skills guidelines? / 2121