Teaching at the bedside of the dying patient “teaching on the run”

Assoc. Prof Mark BougheyCentre for Palliative Care

University of Melbourne, Australia

Good and bad learning experiences

What teaching techniques were (in)effective for you as a learner?

2

70% 20% 10%Learning from

experienceLearning from others Structured learning

Workplace experience & integration

Feedback & relationships

Training

Conceptualising the scaffolding of education & training activities

The 70/20/10 learning concept 1

1. Lombardo, Michael M; Eichinger, Robert W (1996). The Career Architect Development Planner (1st ed.). Minneapolis: Lominger. Center for Creative Leadership . www.ccl.org

How do you enhance the teaching & learning experience at the bedside?

Adults learn best when ...• Motivated

• Clear outcomes

• Information is relevant

• Appropriate level

• Active involvement

• Regular feedback

• Time for reflection

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The needs of education & training. 1.

• Purpose– To improve (challenge & change) knowledge, skills, attitudes

• Curricula– Specific to professional group– Specific to level generalist to specialist– Specific to palliative care

• Competencies• Educational practices

– Teaching– Supervision– Mentorship

1. www.meddent.uwa.edu.au/teaching/on-the-run

70% 20% 10%Learning from

experienceLearning from others Structured learning

Workplace experience & integration

Feedback & relationships

Training

The role of the Teaching on the Run program is to provide, at the bedside, simple techniques to change the clinical exchange to an active rather than passive learning & supervising experience

You as the teacher/supervisor mentorYou as the learner

2. www.meddent.uwa.edu.au/teaching/on-the-run/tips

The role of the Teaching on the Run to enhance the training & teaching experience

• Introduces the concept that “teaching is a planned learning activity” • It is a learning activity at the bedside, on ward rounds, in clinics

….& nearby…at the team meeting• Meets the challenges of busy rounds & clinical work• It is a planned activity from either the senior or junior clinician• Can be spontaneous as situations arise in a teaching environment,

or maybe thought through to reflect an outcome of a rotation/placement over days or weeks

Objectives of TOTR• Improve teaching & skills training by

recognising opportunities in your clinical setting

• Incorporate simple teaching aids into your clinical teaching /skills training & supervision/feedback

• Increase confidence in teaching ability

• Enables the learner to become a teacher earlier

www.meddent.uwa.edu.au/teaching/on-the-run/tips

The Teaching on the Run Program

In practice• Teaching - you recognise a moment ( prior or during) state this

is an opportunity & what trying to achieve.

• Skill acquisition – 4 steps– Teacher demonstrates, usual speed, no commentary– Teacher demonstrates while describing steps– Teacher demonstrates as learner describes steps– Learner demonstrates and describes steps

• Question & investigate what trying to achieve

• Reflect & feedback on what happened

www.meddent.uwa.edu.au/teaching/on-the-run

www.meddent.uwa.edu.au/teaching/on-the-run/tips