Prepare the Teaching Environment

IntroductionIntroduction Describe the worst room you ever experienced as a student or teacher? The best?

ObjectivesObjectives Prepare the classroom environment Prepare for practice in a simulated environment Select sites for clinical practice Prepare the clinical practice environment

Classroom Questions #1 Is the space large enough for the number of students? The classroom should be large enough for: A table in the front of the room for the teacher. Space for audiovisual equipment The students should be able to see the projection screen and other visual aids Space for students to work in small groups (if applicable)

Classroom Questions #2 Is the room properly heated or cooled and ventilated? Is the lighting adequate? Is the seating appropriate? Is there audiovisual equipment in working order available?

Examples of Simulated Practice Activities Practice counseling during role plays Learn to perform a pelvic examination using an anatomic model Practice counting breathing rate using videos of children with acute respiratory infections Practice assessing maternal nutrition using simulated patients

Options for Simulated Practice In the classroom (supplies ready, room set up) In a skills development lab or clinical skills center. At the clinical practice site (take supplies and equipment, practice with feedback, good when caseload is low).

Equipment and Supplies Anatomic models Learning materials (manuals, books, checklists, charts, exercises, etc.) Physical supplies (chairs, tables, AV equipment, flipchart with markers, etc.) Medical supplies (gloves, instruments, drapes, IP supplies, etc.)

Planning a Skills Development Lab (SDL) Administrative support and dedicated space, equipment and supplies. Room that is accessible and can be locked. Room with lighting and space for students to work. Room that is secure and can be locked.

Introducing a SDL #1 Meet with administrative staff and reach consensus on establishing the SDL and how the SDL will be managed. Set up a small working group of “champions.” Gather the group to achieve consensus regarding physical location and setup, supply management, faculty orientation to the SDL, SDL hours, and staffing.

Introducing a SDL #2 Physically set up the SDL (see Figure 4- 1). Orient faculty to the SDL. Orient students to the SDL.

Manage the SDL #1 Post in key locations the hours that the SDL will be open and any related schedules. Provide instructions on how to gain access to the SDL after hours. Remind appropriate faculty of the availability of the SDL for demonstration of skills and assessment of competency prior to clinical experiences.

Manage the SDL #2 Delegate someone to be available and responsible for keeping the keys. Staff the SDL with faculty or senior students during designated times for practice and demonstrations. Maintain supplies, resources, and equipment and ensure that they are not borrowed for other uses.

Manage the SDL #3 Choose several senior-level students to be available during practice times. Orient these students to the SDL and, before approving them as assistants, use checklists to evaluate their skills with models.

Sites for Clinical Practice #1 Is the environment consistent with the skills being taught? Is the staff receptive to supervising students? Is there adequate space for the number of students? Are there enough patients?

Sites for Clinical Practice #2 Are there appropriate types of patients? Is the site easily accessible for students and tutors? Is this clinical site still meeting learning needs (if an existing site)?

Prepare the Physical Environment Has a room been reserved for the students for discussion or small group activities? Are the essential drugs, supplies, and equipment available?

Manage Site Logistics Is practice scheduled at a time when patients are available and that is convenient for clinical staff? With whom do you need to coordinate clinical practice?

Consider Patient Flow Is there adequate patient caseload? Will you need to schedule patients? Are there appropriate types of patients?

Clinical Site Staff This topic and much more will be covered in the Manage Clinical Practice module

SummarySummary Let’s review the job aid on Page What kinds of simulated and clinical practice experiences will you need to implement your curriculum? Will you do this in the classroom or in a skills lab?