The document provides tips for clinical preceptors to create a supportive learning environment and promote active learning. It emphasizes establishing an open and trusting relationship, involving students actively in patient care, and capitalizing on role modeling. Specific tips include learning students' names, making eye contact, addressing questions, assigning responsibilities, asking questions that require justification, and recognizing both formal and informal lessons modeled.
Active learning for Residency TeachingJanet Corral
Learn 3 times of the day when you can use active learning techniques for short-burst teaching encounters with small groups of residents.
For longer teaching sessions (e.g. 1 hr talk), please see other presentations on the multiple types of active learning for longer teaching sessions.
Active Learning: 3 Easy Ways for Higher Education LecturesJanet Corral
This short faculty development session covers 3 easy ways in which faculty may use active learning strategies in their lectures. I present some of the evidence base in support of each strategy, and give tips on how to successfully incorporate these strategies into your teaching.
Cristi Ford- The Backwards Classroom – Using Peer Instruction to Increase Act...Alexandra M. Pickett
Cristi Ford, Assistant Vice Provost for Learning Innovation Initiatives in the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland University College presented "The Backwards Classroom – Using Peer Instruction to Increase Active Learning"
Open SUNY COTE Summit
Conference Dates: February 24-26, 2016.
Location: SUNY Global Center, New York, New York
http://opensunycotesummit2016.edublogs.org/
Presentation Recording: http://sysadm.mediasite.suny.edu/Mediasite/Play/4919d217bfa94bd6bd0c63bf6aa5acaf1d
Active learning for Residency TeachingJanet Corral
Learn 3 times of the day when you can use active learning techniques for short-burst teaching encounters with small groups of residents.
For longer teaching sessions (e.g. 1 hr talk), please see other presentations on the multiple types of active learning for longer teaching sessions.
Active Learning: 3 Easy Ways for Higher Education LecturesJanet Corral
This short faculty development session covers 3 easy ways in which faculty may use active learning strategies in their lectures. I present some of the evidence base in support of each strategy, and give tips on how to successfully incorporate these strategies into your teaching.
Cristi Ford- The Backwards Classroom – Using Peer Instruction to Increase Act...Alexandra M. Pickett
Cristi Ford, Assistant Vice Provost for Learning Innovation Initiatives in the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland University College presented "The Backwards Classroom – Using Peer Instruction to Increase Active Learning"
Open SUNY COTE Summit
Conference Dates: February 24-26, 2016.
Location: SUNY Global Center, New York, New York
http://opensunycotesummit2016.edublogs.org/
Presentation Recording: http://sysadm.mediasite.suny.edu/Mediasite/Play/4919d217bfa94bd6bd0c63bf6aa5acaf1d
Mentorship in the Professional Practicum: Partners‘ Perspectives .................................................................................. 1
Jane P. Preston, Keith D. Walker and Edwin G. Ralph
Experiencing Schooling In Another Nation: Advancing Global Awareness of Teacher Candidates ....................... 17
Bobbi Hansen, Ed.D.
Generalist Designers, Specialist Projects: Forming Multidisciplinary Teams That Work........................................... 26
Katja Fleischmann
Comprehension Skill Differences between Proficient and Less Proficient Reader in Word-to-Text Integration
Processes: Implications for Interventions for Students with Reading Problem............................................................ 41
Stephen Ntim
Learning, Unlearning and Relearning with Cutting Edge Technologies ..................................................................... 62
Minakshi Lahiri and James L. Moseley
Students‟ Perception of the Role of Counsellors in the Choice of a Career: a study of the Mfantseman
Municipality in Ghana ......................................................................................................................................................... 79
Moses Awinsong, Omar Dawson and Belinda Enyonam Gidiglo
Teacher’s Knowledge of Students about Geometry ...................................................................................................... 100
Habila Elisha Zuya and Simon Kevin Kwalat
Evaluation of Role Play as a Teaching Strategy in a Systems Analysis and Design Course..................................... 150
Emre Erturk
Designing PBL Case Studies for Patient-Centered Care ............................................................................................... 160
Robyn Schell and David Kaufman
A Case Study Approach to Secondary Reanalysis of a Quantitative Research Synthesis of Adult Learning
Practices Studies ................................................................................................................................................................. 181
Carl J. Dunst and Deborah W. Hamby
being an effective teacher implies knowing how to arrange seats for students of all types. Decide how to present your classroom to the students based on proven guidelines.
Butterfly effects for School Improvement
Changes come from the small initiative which works, initiatives which initiated, become the fashion (Charles Handy). The webinar will discuss activities and strategies which are smaller but have a larger impact on school improvement.
# Educational leadership
As a teacher, it is important to be able to handle the students' responses correctly because the way you handle the responses of students can affect the way the students receive corrections. Accepting mistakes and correction is crucial when it comes to the students so it is advised that the teachers be able to handle them properly.
This training module was one and half hour long training module for Montessori teachers training with a purpose to make their teaching more productive.
teaching clinical skills in a classroom is essential, considering the fact that medical schools are getting larger and larger number of students. Patients, students, and teachers too are getting uncomfortable with having students practice skills for the first time using real patients. Hence the need for students first learning the skill in a classroom before applying the skills to real patients
7 Steps to Develop Well-Designed Course ObjectivesWiley
Why are well-designed learning objectives so important? The answers may seem self-evident; they provide a roadmap for students to follow, and they enable the measurement of student learning.
This Presentation is on Effective clinical ,practical skill teaching . When it comes to MBBS Students we rely on our traditional teaching methods. i have tried to include new teaching methodologies to make teaching effective
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
Mentorship in the Professional Practicum: Partners‘ Perspectives .................................................................................. 1
Jane P. Preston, Keith D. Walker and Edwin G. Ralph
Experiencing Schooling In Another Nation: Advancing Global Awareness of Teacher Candidates ....................... 17
Bobbi Hansen, Ed.D.
Generalist Designers, Specialist Projects: Forming Multidisciplinary Teams That Work........................................... 26
Katja Fleischmann
Comprehension Skill Differences between Proficient and Less Proficient Reader in Word-to-Text Integration
Processes: Implications for Interventions for Students with Reading Problem............................................................ 41
Stephen Ntim
Learning, Unlearning and Relearning with Cutting Edge Technologies ..................................................................... 62
Minakshi Lahiri and James L. Moseley
Students‟ Perception of the Role of Counsellors in the Choice of a Career: a study of the Mfantseman
Municipality in Ghana ......................................................................................................................................................... 79
Moses Awinsong, Omar Dawson and Belinda Enyonam Gidiglo
Teacher’s Knowledge of Students about Geometry ...................................................................................................... 100
Habila Elisha Zuya and Simon Kevin Kwalat
Evaluation of Role Play as a Teaching Strategy in a Systems Analysis and Design Course..................................... 150
Emre Erturk
Designing PBL Case Studies for Patient-Centered Care ............................................................................................... 160
Robyn Schell and David Kaufman
A Case Study Approach to Secondary Reanalysis of a Quantitative Research Synthesis of Adult Learning
Practices Studies ................................................................................................................................................................. 181
Carl J. Dunst and Deborah W. Hamby
being an effective teacher implies knowing how to arrange seats for students of all types. Decide how to present your classroom to the students based on proven guidelines.
Butterfly effects for School Improvement
Changes come from the small initiative which works, initiatives which initiated, become the fashion (Charles Handy). The webinar will discuss activities and strategies which are smaller but have a larger impact on school improvement.
# Educational leadership
As a teacher, it is important to be able to handle the students' responses correctly because the way you handle the responses of students can affect the way the students receive corrections. Accepting mistakes and correction is crucial when it comes to the students so it is advised that the teachers be able to handle them properly.
This training module was one and half hour long training module for Montessori teachers training with a purpose to make their teaching more productive.
teaching clinical skills in a classroom is essential, considering the fact that medical schools are getting larger and larger number of students. Patients, students, and teachers too are getting uncomfortable with having students practice skills for the first time using real patients. Hence the need for students first learning the skill in a classroom before applying the skills to real patients
7 Steps to Develop Well-Designed Course ObjectivesWiley
Why are well-designed learning objectives so important? The answers may seem self-evident; they provide a roadmap for students to follow, and they enable the measurement of student learning.
This Presentation is on Effective clinical ,practical skill teaching . When it comes to MBBS Students we rely on our traditional teaching methods. i have tried to include new teaching methodologies to make teaching effective
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
adult teaching methods and Av techniques ch 1&2.pptfuad80
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
Precepting is vital to promoting the competence, familiarity, confidence, and security of new nurses in a new environment. Historically, there have been few standardized or universally accepted guidelines for the curriculum that should be included in the preceptorship model.
We created this groundbreaking new course, The Preceptor Challenge, to provide the opportunity for practical application of theory-based precepting practice in a lifelike virtual hospital setting. The highly interactive course is available to nurses working in all patient care areas, and teaches how to apply best practices, and how to identify the rationale that makes these practices "best."
This was a sample textbook I made in my Education 406 class. It includes a table of contents with various chapters as well as a further in depth analysis of 2 of the chapters.
Improving Teachers’ Learning and Classroom Practices Workshop
Who is David PEDDER?
Professor David Pedder is Professor of Education and Director of Research at the University of Leicester, School of Education. Between 2000 and 2010 he was a Research Associate, Senior Research Associate, Lecturer and later Senior Lecturer at the University of Cambridge Faculty of Education. His teaching and research interests are concerned with understanding processes, practices, perspectives and conditions that support improvement in the quality of teaching and learning in classrooms, schools and networks.
About the workshop
Understanding the effectiveness of teachers’ professional development hasbeen an important focus for researchers and policy-makers because of its potential for contributing to improvements in school development and the quality of teachers’ support for enhancing students’ learning experiences. The focus and purpose of this exclusive workshop was to critically consider different professional learning approaches to improve the quality of teachers’ and students’ learning in the classroom. We explored and analysed the patterns of professional learning orientation among teachers in the schools of England and compared different practical strategies for increasing the effectiveness of professional learning for improving the quality of student’s classroom learning.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
How to Create a Learning Environment that is Active, Challenging and Supportive
1.
2. Know
Do
Learning Objectives
• The learning environment needs to be
challenging, yet psychologically supportive.
• Students need to be “actively” involved in
providing patient care.
• An “inkling” about the kind of learning
experiences you provide.
• Curious to see how you can capitalize on
preceptor role modeling.
• Create a challenging but supportive learning
environment in your office.
• Promote active learning by the student.
• Capitalize on preceptor role modeling.
Feel
3. How do you make learners feel
comfortable in your
practice environment?
4. Characteristics of a Supportive
Learning Environment
① Openness and Honesty
② Mutually Trusting
③ Mutually Respectful
④ Supportive
⑤ Flexible
Adapted from Westberg J, Jason H. Collaborative clinical teaching. New York: Springer Publishing, 1993:91-3.
5. Tips for Creating a Supportive
Learning Environment
① Learn your trainees’ names.
② Ask your students what they think.
③ Spend informal/casual time with your
learners.
④ Share personal information about yourself
with your learners.
Family Practice Faculty Development Center. Preceptor workshop materials. Waco, TX: Family Practice Faculty Development Center, 1998.
6. Tips for Creating a Supportive
Learning Environment, cont.
⑤ Make eye contact and use an open
posture when speaking.
⑥ If you can’t address your students’
questions when they are presented,
make a verbal appointment and discuss
later.
⑦ Recognize that trust and mutual respect
build over time.
Family Practice Faculty Development Center. Preceptor workshop materials. Waco, TX: Family Practice Faculty Development Center, 1998.
7. How do you involve students
actively in your practice?
8. ① Clarify the ground rules, ensuring that each
learner has some specific responsibilities.
② When in an exam room, invite a reluctant
learner to actively participate.
③ Ask your learner to read about specific patients
and topics and discuss what they learned the
next day.
④ Ask learners to justify their questions.
⑤ Use a variety of open-ended questions.
Suggestions for
Making Learning “Active”
9. Observe how the preceptor assigns health
education responsibilities to the student.
ClinicalVignette
PEP2 Clinical Vignette 11
10. Capitalize on Role Modeling
Much of what we teach is
communicated through modeling
11. Preceptor Role Modeling
Depending on what you model,
students may learn either the
formal curriculum or the informal curriculum.
INFORMAL
CURRICULUM
FORMAL
CURRICULUM
12. Enhance Role Modeling
Recognize what you are modeling.
Call attention to what you are modeling.
Label components of the model.
Share the rationale behind your approach.
Encourage discussion and practice.
Acknowledge uncertainty and respect
differences of opinion.
14. Summary
① Create a learning environment that challenges
students and yet supports students in decision
making, taking risks and learning.
② Assign students a well-defined role which involves
early patient contact and increasing levels of
responsibility, engaging them actively in the work
of the practice.
③ Capitalize on preceptor role modeling.
15. Implement at least one of these ideas to
create an active, challenging, and supportive
learning environment in your practice.
16. What will you keep the same?
What will you do more of?
What will you do less of?
What will you stop doing?
What will you do differently & how will you do it?
What will you add?
LEARN – REFLECT -
TEACH
Editor's Notes
How do you create an environment that challenges and supports learning … providing psychological support necessary for making decisions, taking risks, and learning?
1. How do you find the balance between making the learning experience CHALLENGING and yet be SUPPORTIVE of their learning?
What are some of the challenges that students might encounter working in your practice?
What have you done/might do to provide additional psychological support to students?
Openness and Honesty
Learners are able to reveal their self-doubts and deficiencies . . .Teachers can be candid about themselves and share relevant personal experiences, even doubts and difficulties. They can also share their candid perceptions of the learner—in a constructive way.
Mutually Trusting
Mutual trust implies that both partners in a relationship can feel confident that whatever each reveals, or is revealed to them, will not be used in a way that can hurt the other person. If learners are to take the kinds of risks needed for significant learning . . . they must feel they can trust us.
Mutually Respectful
Teachers and learners must respect each other’s differences . . . The learner must respect the teacher as a credible, competent person who has something worthy to offer. In a mutually respectful relationship the teacher also sees the learner as someone from whom he or she can learn.
Supportive
Teachers are . . . expected to nurture the learner’s growth and to be available, when needed, in response to the learner’s discouragement, stress, or other difficulties.
Flexible
Effective teacher-learner relationships are flexible, not rigid. The teacher responds to the changing needs of the learner and to varying circumstances.
Learn your students’ names and use them frequently.
Ask your students what they think, rather than always sharing your impressions first.
Spend informal/casual time with your students. Ask about their interests outside of medicine.
To whatever extent you feel is appropriate, share personal information about yourself with your learners. This information can include career experiences, hobbies, family, or values.
Tips cont.
Make eye contact and use an open posture when students come to you with a question or concern.
If you can’t address your students’ questions when they are presented, make a verbal appointment and discuss them later with the students.
Recognize that trust and mutual respect build over time. Most learners have had painful experiences with teachers and may find it difficult to admit they don’t know something. For most learners in medicine, hiding deficiencies has become a key to survival.
MAKE IT CLEAR TO YOUR STUDENTS THAT:
You expect them to fulfill assigned responsibilities.
You have high standards for their work.
How do you involve students in the work of your practice?Are their roles well-defined?
How do you help students perceive the multiple elements of complex tasks so that they can understand and perform them.?Do they have early patient contact?
Do you give them increasing levels of responsibility?
Are they actively involved?
Active learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning, on learners.
This diagram shows that ACTIVE learning involves Gathering data (INFORMATION), doing things/observing (EXPERIENCES), and REFLECTING on WHAT and HOW one is learning.
Active learning is the reverse of passive learning….students are doing the acting.
“Active learning has the student spending more time seeking information, while passive learning requires more time of the preceptor.”
ACTIVE LEARNING examples: - medical students / trainees giving real patient care services - medical students / trainees reading independently about patients s/he sees - self-directed learning
Clinical Vignette 11: Preceptor Helps Student Provide Health Education to a Patient (Active Learning)SCENARIO:
Student has a patient that is requesting contraception instruction (birth control pills).
Preceptor provides student with information on this topic and asks her to look it over and then provide patient education.Preceptor indicates that he will then join her in the exam room.
Was this preceptor effective in involving the student actively? In what way?
Have there been times when you were reluctant to ask students questions? Why?
Have you ever had a teacher who modeled a message that was different from the principles they taught?Reflect on your own preceptor modeling … both good and bad…
Example: My reaction to phone calls
-This is an extremely important part of teaching.
-”monkey see, monkey do”
-Dare program and smoking
-Trainees are bright, learn by picking up subtle cues from other teachers and emulate them
LEARNERS SEE THEIR PRECEPTOR’S BEHAVIOR AS NORMATIVE.
Depending on what you model, trainees may learn either the formal or informal curriculum.
Formal curriculum:
- Up-to-date intellectual and technical skills
- Concern for patients
- Excellent communication skills
- Enthusiasm about practicing medicine
Hidden curriculum:
- Negative attitudes towards patients
- Shortcuts and survival strategies
- Cynicism
The preceptor’s teaching task is to insure that what the trainee learns will contribute to the individual’s
personal and professional growth, rather than consisting of the hidden curriculum or of unintended and
accidental learning.
Preceptors will need to consciously stop and think before performing various behaviors-especially since many have become routine for us!
Remember, most students are learning by direct/active observation
Here are some pointers to remember about preceptor role modeling …
Clinical Vignette 12: Demonstration of a Physical Exam Skill (Active Learning)
SCENARIO:
Student is trying to find a pedal pulse but was having difficulty; preceptor makes a suggestion and demonstrates the technique.Student tries again and is successful finding the pulse.
Guidelines for an Activated Demonstration:1. Set up the demonstration. - Determine learner’s relevant knowledge. - Identify and communicate what the learner should learn from the observation. - Provide clear guidelines for what the learner should do during the observation.2. Introduce learner to the patient.3. Include the learner in discussions with and examination of patient.4. Provide for a brief discussion of learning points after the observation.5. Set an agenda for future learning.BEFORE viewing the vignette:1. Observe how the preceptor demonstrates physical exam skills.2. Would you do anything differently? Why?
IDEAS to consider AFTER viewing vignette:
Determine the student’s relevant knowledge
Communicate what the student should learn from the observation
Provide clear guidelines for what the student should do during the observation
Introduce student to the patient
Include the student in discussions/examination of the patient
Leave time for a brief discussion of learning points after the observation
Set an agenda for future learning