|
Effective Clinical Precepting |
|
|
Duration Two full days (12 hours) or equivalent such as four half-day sessions Synopsis This two-day workshop provides an in-depth review of strategies associated with effective teaching in the clinic. The program provides opportunity for hands-on learning through practice teaching sessions, peer feedback, observation of other teachers in action (via videotape), and self-assessment. The goal of the workshop is to provide participants with experiential learning for each of the major functions of the clinical instructor. |
|
|
Day 1 9:00 Workshop Overview 9:10 What Do Effective Clinical Teachers Do? Participants observe and critique a clinical teacher in action with a student (shown on videotape) to identify effective and ineffective teaching strategies. Participants then self-assess their own clinical teaching techniques and the teaching they experienced as students with a checklist that summarizes research findings on teaching in a clinical environment. 10:30 Break 10:45 Providing Constructive Feedback Participants review and practice strategies for providing feedback that helps students learn and improve their performance. 12:00 Lunch 1:00 Guiding Student Learning with Questions Participants review questions that are helpful in stimulating student thinking and observe videotapes of instructors using questions to guide student learning. Practice Teaching: In small groups, participants guide students through case discussions with prompts, questions, and feedback. Participants take turns role-playing students. Other group members observe and provide constructive feedback guided by a checklist. 3:00 Providing Quick and Understandable Explanations "On the Runā" Participants learn the "ACT" model for providing spontaneous and concise answers to students' questions in a busy patient care environment. Practice Teaching: In small groups, participants practice using the ACT model to give a brief and understandable answer to a student question. Group members not involved in the student-teacher role-play observe and provide constructive feedback guided by a checklist. 4:30 Day One Summary |
|
|
Day Two 9:00 Communicating Expectations
9:40 Teaching Psychomotor Skills Participants review strategies for teaching skills and procedures. (There's more to it than "see one, do one, teach one.") Practice Teaching: Working in small groups, participants teach a skill to another course participant and receive feedback from other group members. Feedback is guided by a checklist. 11:30 Lunch
12:30
Conducting an Intervention Meeting to Help a Challenging Participants identify types of learners who are challenging and review functional and dysfunctional faculty responses to them. A protocol for conducting an educational intervention meeting with a difficult student is demonstrated. Practice Teaching: Working in small groups, participants take turns conducting an educational intervention with a student who is challenging for one reason or another. Participants take turns role-playing challenging students. Group members not involved in each teacher-student role-play provide feedback guided by a checklist.
3:00 Using
the One-Minute Preceptor Model to Guide Students' Participants learn the components of the "One-Minute Preceptor" (OMP) Model for guiding and coaching students' case assessments and problem-solving, observe a videotape of an instructor using the OMP model, and then practice using this technique for efficient and focused student coaching in a role-play scenario with other program participants. 4:30 Summary and Evaluation If you would like additional information or would like to schedule this workshop at your institution, please contact the Academy for Academic Leadership. |
|
Copyright © 2010 Academy for Academic Leadership