Programs

Teaching of Tomorrow

Workshop Structure

In addressing the needs of our preceptors regionally, the Teaching of Tomorrow program is structured as follows:

Workshop I:

• Effective Teaching and Learning

1. Describe the knowledge dilemma in medical education.
2. Define clinical expertise as the primary goal.
3. Describe a teaching style that can be used to teach expertise.

• Educational Learning Process

1. Discuss the elements of an effective educational plan.

• Focus on Needs Assessment using Teaching Styles

1. Demonstrate an understanding of the utility of the Needs Assessment as part of the Educational Planning process.
2. Describe how a Needs Assessment is conducted using behaviors associated with different interactive (teaching) styles.
3. Vary their teaching styles to assess the learner’s needs.

• Teaching in the Real World

1. Recognize challenges to teaching
2. List 5 strategies for managing time
3. List 5 skills for effective and efficient teaching
4. Recognize importance of orienting learners to setting and list components
5. List One Minute Preceptor Skills (or 5 Microskills)

• Focus on Objectives

1. Write educational objectives which include the following components: "Who"/"What"/"When"/and "How will we know?"
2. Use task analysis and needs assessments to create educational objectives
3. Write educational objectives for knowledge, skills and attitudes

• Culture and Community in Primary Care Teaching

1. Articulate broad definitions of culture;
2. Identify two reasons for incorporating objectives related to culture in primary care teaching programs;
3. Apply a framework for performing a cultural needs assessment in teaching; and
4. Identify teaching methods and styles that most effectively match the teaching of attitudes.

Workshop II

• Learning Styles

1. Recognize learning styles as a factor in student performance in the office;
2. Identify their own learning styles;
3. Help learners identify and be flexible with their learning styles; and
4. Select teaching strategies appropriate for learning styles.

• Teaching Styles: A Means of Accomplishing our Teaching Objectives

1. Listing and describing 4 verbal 'teaching styles";
2. Explaining the advantages and disadvantages of each "style" with respect to different teaching objectives;
3. Using "teaching styles" that, for them, are non-preferred (non-dominant).

• Modeling

1. Discuss the connection between task analysis and modeling;
2. List the steps of modeling including those steps in the POSE mnemonic;
3. Discuss situations in which modeling is an effective teaching method; and
4. Demonstrate understanding of modeling as a teaching method through analysis of a teaching scenario.

• Culture and Community in Primary Care Teaching

1. Understand the minimization and acceptance stages of the cultural sensitivity ladder;
2. Explain the concepts of patient centered interviewing including the LEARN communication tool;
3. Facilitate the use of patient centered interviewing in learner-patient interactions as a way to move students beyond the minimization stage.

• Time Management

1. Explain the critical importance of planning and actively managing time
2. List several quantitative and qualitative approaches for improving the use of one’s daily schedule
3. Demonstrate greater facility in the management of telephone communication, paperwork and journals, email, interruptions, and meetings
4. Delegate more effectively; and
5. Explain two approaches toward improving the balance between personal and professional time management

• Brief Presentations

1. Understand the components of an effective presentation;
2. Practice a model to meet learner’s needs through brief presentations

• Teaching through Discussion

1. Discuss how discussion-based teaching facilitates learning;
2. Discuss the behaviors of an effective facilitator; and
3. Describe how to use discussion-based techniques to teach clinical problem solving.

Workshop III

• Evaluation and Feedback

1. Discuss the difference between formative and summative evaluation;
2. List the components of effective evaluation and feedback (objectives, observation, language, action plan);
3. Understand the concept of observation as a data gathering device for feedback;
4. Practice using a plus/delta sheet in observing learner interactions;
5. Discuss the characteristics of effective feedback;
6. Choose appropriate language to deliver both positive and negative feedback;
7. Discuss elements of the action plan;
8. Practice feedback as a mechanism of formative evaluation

• Action Plan

1. Objectives follow from needs.
2. Objectives need to be explicit and shared with the learner.

• EBM

1. Become familiar with the concept of evidence-based medicine;
2. See a range of Resources to use during patient care;
3. Provide a structure to integrate Evidence based care into your daily practice.

• Working with Difficult Learners and Challenging Learning Situations

1. Describe a difficult learner;
2. Identify three major categories of learning problems: affective, cognitive, and contextual;
3. Define professionalism;
4. Assess and address challenging learning situations using ‘SOAP’;
5. Identify learners in need of consultation; and
6. Provide feedback to learners in challenging situations.

• Teaching and Learning Portfolios

1. Explain the uses of both teaching and learning portfolios;
2. Describe the key features of both types of portfolios, based on purpose;
3. Discuss barriers to creation and use, as well as potential solutions.

• Teaching the Culture of the Community: Giving Feedback to your learners

1. Use the plus/delta technique to critically observe a learner’s communication skills in a cross-cultural encounter;
2. Provide effective feedback to an individual learner about a cross-cultural clinical encounter.

Workshop IV:

• Teaching Reflection
• Dealing with Challenging Feedback
• Teaching Problem Solving
• Special Topics