Teaching in Your Office: A Guide to Instructing Medical Students and Residents

by Alguire, Patrick C.

Edition: 2nd

ISBN13: 9781934465028

ISBN10: 193446502X

Format: Paperback

Pub. Date: 2008-04-01

Publisher(s): AMERICAN COLLEGE OF PHYSICIANS

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Summary

Edited by a team of accomplished physician-educators, Teaching in Your Office: A Guide to Instructing Medical Students and Residents shows clinicians how to smoothly integrate teaching into their often chaotic schedules and create an atmosphere of educational intimacy that ensures a rewarding experience for both preceptor and student.

Author Biography

Patrick C. Alguire, MD, FACP Director, Education and Career Development American College of Physicians Philadelphia, Pennsylvania Dawn E. DeWitt, MD, MSc, FACP Head of School/Clinical Dean School of Rural Health Shepparton, Australia Linda E. Pinsky, MD director of Resident Ambulatory Education Associate Professor of Medicine Adjunct Assistant Professor of Medical Education University of Washington Seattle, Washington Gary S. Ferenchick, MD, FACP Associate Professor of Internal Medicine Chief, Division of General Medicine Internal Medicine Clerkship Director Clinical center Michigan State University East Lansing, Michigan

Preface	p. xi
Making an Informed Decision About Precepting	p. 1
What Is Community-Based Teaching?	p. 1
Why Is Community-Based Teaching Needed?	p. 2
How Good Is the Training in Community Offices?	p. 3
What Do Community-Based Practitioners Have to Offer Learners and Why Is It So Valuable?	p. 5
What Is the Preceptor's Role?	p. 6
What Do Learners Want from a Community-Based Teaching Experience?	p. 6
How Do Learners Rate the Community Experience and Preceptors?	p. 7
What Are the Concerns of Practitioners Involved in Community-Based Teaching?	p. 8
What Are Some Costs Associated with Community-Based Teaching?	p. 8
What Are the Practitioner Benefits of Community-Based Teaching?	p. 9
What Are the Most Commonly Offered Rewards for Community-Based Teaching?	p. 10
How Do Patients React to Office-Based Teaching?	p. 10
What Are the Prerequisites for Precepting?	p. 11
Are There Courses to Improve Your Teaching?	p. 12
The Curriculum	p. 17
Core Competencies	p. 17
What Are Reasonable Teaching Goals for Community-Based Teaching?	p. 19
Getting Ready to Teach	p. 25
Before the Learner Arrives	p. 25
When the Learner Arrives	p. 28
Patient Scheduling	p. 31
Ancillary Teaching Opportunities	p. 34
When the Patients Arrive	p. 35
After the Patients Leave	p. 36
Teaching Skills and Organizational Techniques for Office-Based Teaching	p. 39
Meaningful Responsibility	p. 39
Characteristics of Effective Clinical Teachers	p. 40
Selecting Appropriate Patients	p. 44
Strategies for Organizing the Office Visit	p. 45
Case-Based Learning	p. 51
What Is Case-Based Learning?	p. 51
The Microskills Model (One-Minute Preceptor)	p. 52
The "Aunt Minnie" Model	p. 60
Modeling Problem Solving	p. 62
The One-Minute Observation	p. 63
Learner-Centered Precepting	p. 64
SNAPPS Model of Learner-Centered Precepting	p. 66
Reflection	p. 68
Pitfalls of Case-Based Learning	p. 69
Concluding the Visit	p. 73
Ways to Be More Efficient When Teaching	p. 75
The Focused Half Day	p. 75
Presenting in the Room	p. 76
Collaborative Examinations	p. 78
Active Observation	p. 79
Dual Teaching	p. 80
Service-Based Education	p. 81
Just-In-Time Learning	p. 82
Self-Directed (Independent) Learning	p. 82
Teaching Procedures in the Office	p. 87
Knowing the Skill Through and Through	p. 88
Creating Learning Objectives	p. 88
Creating a Skill Checklist	p. 89
The Introductory Phase	p. 90
The Practice Phase	p. 93
The Perfecting Phase	p. 94
Learner Feedback and Evaluation	p. 97
What Is Feedback and Why Is It Important?	p. 97
What Are the Different Types of Feedback?	p. 98
Why Is Feedback So Hard to Do?	p. 98
Feedback Tips	p. 99
Time-Saving Tips for Giving Feedback	p. 104
Barriers to Effective Feedback	p. 104
What Is the Difference Between Feedback and Evaluation?	p. 105
Why Is Summative Evaluation Important?	p. 106
Basic Steps in the Evaluation Process	p. 106
What Are Common Types of Evaluation Errors?	p. 109
Evaluation Using the GRADE Strategy	p. 111
The RIME Evaluation Framework	p. 112
Using the RIME Model to Assess Case Presentations	p. 114
When and How Should the Evaluation Session Be Scheduled?	p. 116
Preceptor Evaluation and Teaching Improvement	p. 119
How Will You Be Evaluated?	p. 119
How Can You Improve Your Teaching?	p. 120
Workshops, Courses, Peer Site Visits, and Additional Resources	p. 121
Tools for Preceptors	p. 123
Clinical Skills Inventory	p. 124
Learner Contract	p. 126
Patient Notice for Students in the Office	p. 128
Patient Notice for Residents in the Office	p. 129
Biography of a Resident Physician	p. 130
Educational Prescription Form	p. 131
Instructions to Help the Learner Organize the Patient Visit	p. 132
Tools to Help the Learner Organize the Patient Visit	p. 135
Patient Presentation Format for Learners	p. 137
Generic Acute Patient Script	p. 139
Generic Chronic Patient Script	p. 140
Feedback Note	p. 141
Mini-CEX Form	p. 142
Patient Satisfaction Form	p. 144
Behaviorally Anchored RIME Evaluation Form	p. 145
Questions Used to Teach and Evaluate Learners	p. 146
Summaries and Checklists for Preceptors	p. 147
Before the Learner Arrives Prepatory Checklist	p. 148
When the Learner Arrives Orientation Checklist	p. 150
The Wave Schedule	p. 152
When the Patients Arrive Checklist	p. 153
Summary of the Learning Experience	p. 154
Summary of the Microskills Model for Precepting	p. 156
Summary of the "Aunt Minnie" Model for Precepting	p. 157
Summary of the One-Minute Observation	p. 158
Summary of Learner-Centered Precepting	p. 159
Summary of the SNAPPS Precepting Model	p. 160
Summary of Active Observation	p. 161
Summary of Self-Directed (Independent) Learning	p. 162
Teaching Procedural Skills	p. 163
Summary of Feedback Tips	p. 164
Summary of Evaluation	p. 165
Summary of the RIME Evaluation Framework	p. 166
Summary of the GRADE Strategy for Evaluation	p. 167
Preceptor Evaluation Form	p. 168
Resources for Preceptors	p. 171
Commonly Offered Rewards for Precepting	p. 172
Faculty Development Resources for Preceptors	p. 173
Index	p. 175
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