CanMeds RolesTeaching

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How to match how you teach and give feedback to the CanMeds Objectives for medical residents

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CanMeds RolesTeaching

  1. 1. Teaching Residents in the Office and Or An overview of  how you can prepare yourself for teaching Deirdre Bonnycastle College of Medicine March 2010
  2. 2. Objectives <ul><li>Upon completion of this session, you will be </li></ul><ul><li>able to: </li></ul><ul><li>Describe the relationship between CanMeds Roles and rotation objectives </li></ul><ul><li>Use a model to determine which teaching techniques to use </li></ul><ul><li>Use a model to determine which type of feedback to give students </li></ul><ul><li>Identify strengths and weaknesses in your knowledge of teaching.   </li></ul>
  3. 3. Roles
  4. 4. The Role of Objectives <ul><li>Definitions </li></ul><ul><li>A competency is what a person can </li></ul><ul><li>do upon completion of training. </li></ul><ul><li>An objective is what a student should </li></ul><ul><li>be able to do at the end of a single </li></ul><ul><li>learning experience. </li></ul>
  5. 5. Roles Objectives
  6. 6. Turning competencies into rotation objectives <ul><li>Health Advocate </li></ul><ul><li>1.Respond to individual patient </li></ul><ul><li>health needs and issues as part </li></ul><ul><li>of patient care </li></ul><ul><li>1.2. Identify opportunities for advocacy, health promotion and disease prevention with individuals to whom they provide care. </li></ul>
  7. 7. Turning competencies into rotation objectives <ul><li>Health Advocate </li></ul><ul><li>OBGYNSpecialty </li></ul><ul><li>Identify opportunities for advocacy, </li></ul><ul><li>health promotion and disease </li></ul><ul><li>prevention </li></ul>
  8. 8. Turning competencies into rotation objectives <ul><li>Health Advocate </li></ul><ul><li>OBGYN Specialty PGY1 </li></ul><ul><li>Identify opportunities for </li></ul><ul><li>health promotion with newly </li></ul><ul><li>pregnant women. </li></ul>
  9. 9. Turning competencies into rotation objectives <ul><li>Health Advocate </li></ul><ul><li>OBGYN Specialty PGY1 Rotation </li></ul><ul><li>Identify organizations that </li></ul><ul><li>promote health for newly </li></ul><ul><li>pregnant women in Regina. </li></ul>
  10. 10. The Role of Objectives
  11. 11. Problem: lack of awareness of objectives
  12. 12. Or objectives that are unattainable
  13. 13. Determine Teaching Technique Awareness Teaching Practice & Feedback New Challenges
  14. 14. http://medicaleducation.wetpaint.com/page/Clinical+Teaching+Techniques Stage Teaching Technique Awareness Video Illness Scripts Orientation Teaching 5 step process for teaching skills/procedures Questions Self directed learning Seminars Illness Scripts Case Studies Supervised Practice SNAPPS 1 minute preceptor Presenting at rounds Structured feedback session Simulations Simulated patients Direct observation Challenge Research project Teaching others
  15. 15. Determine which type of feedback <ul><li>Always begin by asking the person a variation of: </li></ul><ul><ul><li>What do you think you did well? </li></ul></ul><ul><ul><li>What did you find difficult? </li></ul></ul><ul><ul><li>What would you like to learn more about? </li></ul></ul><ul><li>This information will tell you which stage they are at </li></ul>
  16. 16. Determine which type of feedback Need Feedback Awareness Video 360 Degree Feedback Sanctions (extreme case) Teaching Questions Practice OSCE Informal quiz with answers Practice Encouragement and support after errors Peer assessment 1minute preceptor SNAPPS Direct observation field notes Weekly feedback session Challenge Conference presentations Publication review Student feedback
  17. 17. <ul><li>Expert teachers deliberately practice the art </li></ul><ul><li>and skill of teaching by: </li></ul><ul><li>assessing the impact of their initial efforts on student learning </li></ul><ul><li>reflecting on their experience </li></ul><ul><li>asking for assistance from others </li></ul><ul><li>drawing on relevant research </li></ul><ul><li>adjusting teaching accordingly. </li></ul>
  18. 18. Higher Order Questions <ul><li>I have no idea what this is </li></ul><ul><li>I’ve heard of this </li></ul><ul><li>I use this technique </li></ul>
  19. 19. Case Studies <ul><li>I have no idea what this is </li></ul><ul><li>I’ve heard the term </li></ul><ul><li>I use this technique </li></ul>
  20. 20. SNAPPS <ul><li>I have no idea what this means </li></ul><ul><li>I’ve heard about this </li></ul><ul><li>I use this technique </li></ul>
  21. 21. 1 Minute Preceptor <ul><li>I have no idea what this is </li></ul><ul><li>I’ve heard the term </li></ul><ul><li>I use this technique </li></ul>
  22. 22. Illness Scripts <ul><li>I have no idea what this is </li></ul><ul><li>I’ve heard the term </li></ul><ul><li>I use this technique </li></ul>
  23. 23. Direct Observation Field Notes <ul><li>I have no idea what this is </li></ul><ul><li>I’ve heard the term </li></ul><ul><li>I use this technique </li></ul>
  24. 24. Resources <ul><li>Medical Education Wiki </li></ul><ul><li>http://medicaleducation.wetpaint.com/page/Clinical+Teaching+Techniques </li></ul><ul><li>Clinical Teaching Journal </li></ul><ul><li>Educational Support and Development </li></ul>
  25. 25. Next Sessions <ul><li>March 4 th </li></ul><ul><li>Difficult Teaching Situations </li></ul><ul><li>April 8th </li></ul><ul><li>Teaching with Videoconferencing </li></ul>

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