1. Teaching Tips for Residents

2. Learning Objectives To Explore some characteristics of good teachers
To Review Teaching Tips
To Learn the 5 Microskills of the One-Minute Preceptor

3. Characteristics of Good Teachers
Enthusiastic
Ask Questions
Nonthreatening
Promote self learning
Recognize the needs of the learner
Knowledgable

4. Orient Your Learners
You can’t get to your target if you don’t know where you want to be
Review Learning Objectives
Outline expectations
Assess their needs
Organize the month/Experience
Assign responsibilities

5. Role Model Be professional Have a good attitude Be on time
Pitch in/lead from the front
Treat everyone with respect

6. Create a Good Learning Environment
Show enthusiasm
Involve your students
Be friendly
Be consistent
Ask questions in a non-threatening way

7. Put Forth an Effort Take the time to teach!
Give students assignments when things are busy

8. Teach What You Know
Students 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

9. Give Feedback Feedback is absolutely crucial for improvement
Let your team know what they are doing well and where they can improve

10. Pitfalls in Clinical Teaching
Taking over the patient/case
Inappropriate lecturing
Insufficient “wait time” on questions
Leading questions
-”Could this be pneumonia?”
Pushing Past Ability

11. Teacher Reasoning and Action
Diagnose the Patient
Diagnose the Learner
1. Get a commitment
2. Probe for evidence
Teach
Teach general rules. Provide feedback. Correct mistakes.

12. FIVE-STEP MICROSKILLS MODEL OF CLINICAL TEACHING
The One Minute Preceptor
This is one technique to recognize teaching within time constraints

13. FIVE-STEP MICROSKILLS MODEL OF CLINICAL TEACHING
Get a Commitment
Probe for Supporting Evidence
Teach General Principles
Reinforce What was Done Well
Correct Mistakes

14. FIVE-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.

15. FIVE-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

16. FIVE-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.

17. FIVE-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.

18. FIVE-STEP MICROSKILLS MODEL OF CLINICAL TEACHING
Step Five: Correct Mistakes
Have them self-critique first.
Best done in private. Be specific.
“Actually, the most common pneumonia in HIV patients is Strep pneumoniae.”

19. Learning Objectives To Explore some characteristics of good teachers
To Review Teaching Tips
To Learn the 5 Microskills of the One-Minute Preceptor