1. TEACHING STRATEGIES Clinical Setting
Office of Medical Education

2. Faculty Goals
Students leave your clinical rotation with a reasonable expectation that they have the core knowledge, skills and attitudes of a clinician in your area of expertise.
Differs with each course

3. Learning “A long lasting change in behavior”
Instructor success  can be measured in the student’s ability to learn and retain the knowledge, skills, and attitudes.

4. Reasonable Goals and Objectives
Focus on the needs of the student with particular attention to the skills that are needed in the student’s role.
Know the goals and objectives of the clinical rotation.
May take away from practice time and distract from acquisition of core information and skills

5. Instructor Resources LCME standards ACGME /RRC standards
Prepare yourself, good resources are of little value without good faculty.
Use the resources they ensure consistent reinforcement of knowledge and skills

6. Students Should Have the Opportunity to Come Prepared
To be effective, the syllabus must be provided to the students in advance of the rotation.
                                                            
                                                            

7. Know the Characteristics of Students
                                                                                                                                                                                   
Target your learning to the appropriate audience.

8. Learning Environment
You create the emotional climate through your interaction with students.
Your nonverbal behavior teaches more about your expectations for a clinician than what you say.
Set a positive can-do atmosphere.
Students will succeed on Shelf Exams, USMLEs, Boards

9. Faculty
The single most important variable in optimizing the student’s educational experience.
Challenge your students to critically think, to practice skills and integrate new knowledge into their clinical behavior.
Give effective feedback.

10. Lifelong Learning Everyone learns throughout life.
Teaching is a planned experience that facilitates learning.
Engage your students to become independent lifetime learners.

11. Learning is Continuous
                                           
Begin at the student’s level of knowledge and relate new learning to information the student has already mastered and information the student’s needs.

12. Learning Must Make Sense
Learning is purposeful and must make sense to the learner.
The ultimate purpose is to improve the health of Texans by educating physicians.

13. Learning Involves as Many Senses as Possible
Learners remember:
10% of what is read
20% of what is heard
30% of what is seen
50% of what is heard and seen
80% of what is heard, seen and done

14. Learning Activities Must Be Appropriate for the Situation
Major goal is the education of humane and highly skilled physicians.
Students must see, hear and do skills.
Cut the lecture time.
Focus on application of an integrated scientific knowledge base to the practice of medicine.

15. Learning Must Be Stimulating
You can successfully complete this rotation.
You too can be a board certified physician.
We will meet your needs and interests.

16. Learning Must Result in the Ability to Perform
Do not focus on memorization.
Reinforce new information with practice application.
Repeated practice in simulated situations will reinforce learning.

17. Learning is Affected By Emotions
Elicit positive emotions.
Accomplishment
Satisfaction
Minimize unpleasant emotions.
Frustration
Boredom
Fatigue
Fear

18. Learning is Affected By the Physical and Social Environment
Recognize the effects of social exchange and social environment on learning.
Provide positive feedback in public.

19. Learning Objectives
Determine what learners should know and what they should be able to do with the information.
Know and share the objectives with the learners.

20. Learning Objectives Cognitive Objectives
Tell what information the learner must know and describe the level of knowledge that must be demonstrated.
Evaluated with tests, questions and answers, discussion, scenario practice.
Reading assignments
Discuss a segment of the video
Use visual aids

21. Learning Objectives Psychomotor Objectives
Tell what physical skills the students must be able to perform.
Evaluated with demonstration of skill using skills checklist.
All should participate fully in practice sessions.
Practice cpr
Don’t let elderly or little women or arthritics feel uncomfortable about not being as physically prowess as they have been

22. Learning Objectives Affective Objectives
Indicate the feelings and attitudes the learner will develop or demonstrate.
Be sensitive to the learners feelings
Protect the learners self esteem -

23. Motivation of the Medical Student or Resident
Intrinsic
Help me be a better physician.
May be more curious and want to learn more
Extrinsic
Required for boards
Want to learn only what they need to know.
The outcomes however are the same: all learners should be able to perform the skills of CPR and AED or Fist aid and demonstrate cognitive knowledge

24. Past Experience
Negative learning experiences in undergraduate and basic science years may cause some adults to feel threatened to be in the role of learner.

25. Past Experience
Evaluation of performance may be challenging or stressful and the learner may need reassurance about the entire evaluation process.
Hercules being intimated by “cupid”

26. Past Experience
Adults often define themselves by past experiences and may have strong opinions related to their perceptions of the experience.
I have always been frightened of…..turtles

27. Past Experience
A warm, non-threatening learning climate can help participants evaluate new ideas that conflict with old ideas more objectively.

28. Past Experience
Faculty may need to help students overcome resistance to new ideas.
Faculty need to be open to new ideas.

29. Comfort and Reinforcement
If students have learned a particular skill or technique earlier in their education they may have difficulty changing behaviors…
Encourage.
Ensure Success.
Be accepting.
Treat all with dignity.

30. Faculty Skills Knowledge of the Subject Matter
The foundation of every great instructor is knowledge of the subject matter.
The foundation of
See chapter 5 for excellent resource regarding the science of basic life support.

31. Facilitator of Learner Participation
Give participants the opportunity to practice and MASTER the core knowledge and skills of your area of expertise.
Encourage.
Ensure success.
If you detect limitations, document and provide additional assistance.

32. Serve as a Model Have exemplary knowledge and skills.
Do not be careless.
Teach to standards of care - if your personal beliefs are contrary to standards of care – encourage research.

33. Effective Feedback
Provide careful and consistent and immediate feedback.
Be positive.
Observe student performance during skills and patient interactions.
Especially during practice and do to get into tangential discussions

34. What to AVOID

35. Inconsistent Faculty Performance and Inadequate Student Skill Performance
Crossed hands w/ fingers on chest
Fingers on the soft tissue of the chin

36. Unrealistic Expectations
Inappropriate rigidity on the part of faculty.
Do not expect students to be superhuman.

37. Overreaction to Grades
No one tends to fail – or even get an average grade.
Assess impact of grade inflation.
Students overreact to getting a low A.
Focus on learning not grades.

38. What to Do?

39. Stay Student Focused Fear imperfection Fear responsibility
Fear anxiety and guilt
Fear failure

40. Encourage Learning/ Motivate Learners
Real life practice-based scenarios –apply knowledge to patients.
Core knowledge TESTED
Motivational context – the students are important .
Faculty are to focus on the students and change them from passive observers to active learners.
Emphasize that you will review the information after the video and they are expected to remember key information . IT IS ON THE TEST

41. Watch-then-Practice Introduce hands-on skills.
Participants are to watch closely.
Utilize simulation.
Skills build on one another.
Participants learn better when the information is presented in small digestible segments rather than in large and potentially overwhelming sequences

42. Practice-Based Learning
Utilize Practice-Based Learning
Approximate the student’s anticipated role in actual situation.
Guide students through scenarios that simulate reality to increase confidence when confronted with an actual situation.
Critically observe and mentor.

43. Evaluate Skills Written Examinations Oral Presentations
Involve the student in self evaluation

44. The END
                                             
Resource: AHA:BLS ACLS Instructor Manuals 2000

45. Post Test print page, take exam, send to Dr. Sandra Oliver
Which is true of adult learners?
A. Adult learners need grades, gold stars, and other incentives as motivation to learn
B. Adult learners should be involved in evaluation of their own work
C. Faculty need to direct adult learners learning behavior
D. Adult learners need structured curriculum organized in carefully sequenced subject matter.

46. Question 2 2.Learning is affected by which of the following:
Learning Environment
Feedback
Motivation of the Student
All of the above

47. Question 3 3. Choose the correct statement:Learners remember:
A. 10% of what is heard and done
20% of what is seen
50% of what is heard
80% of what is heard, seen and done

48. Question 4
4. The single most important variable in optimizing the student’s educational experience is the
A. Course material
B. Faculty
C. Environment
D. Student incentives

49. Question 5
5.The concept of life long learning includes all of the following EXCEPT:
A. Students are passive learners
B. Learning is student focused
C. Students are challenged to think critically
Lectures are replaced with applications to clinical setting