1. Improving Medical Education Skills

2. Many Family Medicine graduates teach… D6 students New doctors who do not have post-graduate training Other healthcare staff Patients

3. Objectives of workshop To discuss the role of the preceptor (clinical teacher and supervisor) To learn about one way to teach while caring for patients: “The one minute lecture”

4. The Preceptor

5. What is a preceptor?

6. A preceptor is an expert who gives training to a student The Preceptor is a ROLE MODEL – The preceptor shows the interns how to be a good doctor The MOST important quality is to be a good doctor

7. Preceptor Most of the learning will be at the patient’s bedside so …. The preceptor does… “Bedside Teaching”

8. What Is Bedside Teaching? Bedside teaching is the process of active learning in the presence of a patient

9. Who Participates in Bedside Teaching? Teacher Learner Patient

10. Who is... Teacher (preceptor, intern, patient) Learner (preceptor, student, resident, patient) Patient

11. What Can The Preceptor Teach at the Bedside? Focused history taking Physical exam skills Patient management

12. We Also Teach.. How to be a good physician How to care for our patients - how to talk to our patients, how to respond to our patients How to teach – interns, patients How to give feedback

13. The Preceptor Should Observe the learner working at the bedside, taking the history, doing the examination Provide feedback to the learner, compliment what was well done, correct any errors, offer alternate approaches This should be done when you first meet and often after that

14. All learners learn by doing Usually the learner will see the patient first, then present the history and examination findings to the preceptor The preceptor should interact Talk to the patient and be sure the learner has the right information Ask the learner to show how they examine the patient

15. All learners learn by doing The preceptor should have the learner provide the diagnosis, and the plan for tests and treatments The preceptor should have the learner explain why they made the specific diagnosis or plan The preceptor should provide feedback, compliment what was good, correct any mistakes

16. All learners learn by doing BUT learners need guidance and supervision The preceptor should supervise their work The preceptor should review their ‘work’ regularly and The preceptor should provide feedback

17. Culture of Learning A preceptor is a teacher but you can also learn by interacting with others in a respectful way The Preceptor has clinical experience and decision making skills, the learner will have theoretical and book knowledge, they may teach each other The Preceptor should promote a “culture of learning together to help the patient”

18. THE ONE MINUTE LECTURE: Take every chance to teach in the clinical setting!

19. General Objective Develop an approach to “The one minute lecture”

20. Specific Objectives Define “The one minute lecture” Identify situations where “The one minute lecture” can work Identify teaching skills needed for “The one minute lecture” Identify barriers to “The one minute lecture” Identify benefits of “The one minute lecture” Practice

21. Introduction Many different teaching formats Lectures, workshops, self-directed learning, bedside teaching session Can be in a classroom or at the hospital or clinic

22. Introduction With teaching in classroom Teacher has control: pre-determined setting, objectives, duration, audience Advanced time for preparation for teacher, sometimes for the student Protected time for student and teacher: uninterrupted, time for questions and answers, time for detail and discussion

23. Introduction With teaching in clinical setting Residents and students with us most of the time Teaching and learning done through working together on patient care Role modeling (learners watch us and how we work) Cannot control what happens Many interruptions

24. Introduction Clinical teaching is important for teaching skills beyond the medical expert It is important to teach doctors how to be Educator Manager Researcher Community leader Communicator Professional

25. Definition What is a one minute lecture?

26. Definition: Clinical teaching that… Is spontaneous (no advance preparation) Is based on what clinical work you are doing at that moment Has defined objectives and duration (may be very brief) SHOULD BE USED OFTEN

27. Very effective as a teaching method in… All clinical settings- Inpatient and Outpatient Situations where plans are changed without warning

28. What teaching skills do you need for the “one minute lecture” ?

29. Teaching skills Spontaneity and enthusiasm Flexibility and open to questions Resourcefulness Approachability Patience Ability to recognize a teaching moment

30. What are some things that make the “one minute lecture” difficult? (Barriers)

31. Barriers We don’t always think about it We can turn any part of patient care into an education opportunity We don’t have time to prepare in advance Tests our knowledge, organization We don’t always have time Teaching slows down our day, slows patient care We have trouble only teaching a little bit about something We feel we have to teach everything about the case, but we can just choose one thing

32. What are some benefits of the “one minute lecture?”

33. Benefits: For the teacher, an opportunity to… Share clinical expert skills Role model beyond medical expert (educator, manager, professional, collaborator, communicator, health advocate, community leader) Have fun with very interesting cases Challenge and develop their teaching skills

34. Benefits: For the teacher, an opportunity to… Show enthusiasm and caring for the learner Observe the skills of the learner Give feedback to their learners in many different settings

35. Benefits: For the learner, an opportunity to… Feel rewarded for their work by receiving many teaching sessions Interact with the teacher on a one to one basis Receive feedback on many clinical issues Discuss issues at their level of training

36. Goal Creates a partnership between teacher and student that leads to better patient care

37. TEAM CHALLENGE Each team will be given a case Within that case the team should identify: Potential “One minute lectures”/teaching topics Barriers to teaching Teaching skills needed Benefits to the students/teachers Teams will present their results to the group

38. Case # 1 You are working with a medical student The student has just admitted a 6 month old baby from the emergency department with severe meningitis You need to perform a lumbar puncture The family is very worried

39. Case # 2 You are supervising a first year FMSP resident in your outpatient clinic The resident has assessed a patient for a post partum visit The resident reviews the case with you and tells you that the patient is very depressed and wishes to commit suicide

40. Case # 3 You are working with a physician assistant You are reviewing how to examine for ascites on a patient with liver failure While you are examining the patient, he has a seizure

41. CASE # 4 You are working with a first year FMSP resident It has been very quiet lately with very few new admissions You go to see a patient who will be discharged today after admission for heart failure from valvular heart disease and hypertension The family also wishes to talk with you

42. Case # 5 You are starting your Outpatient Department clinic with a D6 medical student The nurse on the ward calls you because one of your patients is very sick with hypotension (BP 70/30), dyspnea, and fever

43. CASE # 6 You are working with a second year FMSP resident You are waiting to go into the OR for an elective case of repair of an inguinal hernia The nurse tells you that the case will be delayed for 20 minutes

44. Approach To The One Minute Lecture Take every opportunity to teach Recognize that any situation has the potential for teaching and learning Decide how much time you can spare Pick one brief, well defined teaching issue, (recognize that it does not have to be all inclusive)

45. Who is your audience “what are they ready for?” What about your patient/family “what are they ready for?” Get the cooperation of the patient as a partner and active participant

46. Tell your learners it will be a teaching moment (example: “Now we will take a moment to review the medications we use for hypertension”) Apply the usual basics of good bedside teaching…make it interactive, lots of questions, summarize the major teaching points Give learners some follow up topics to study

47. Have fun! Your students will appreciate your efforts, and you will enjoy your role as teacher WE LEARN BY DOING TOGETHER- learn from your students!!