Teaching Teachers to TeachTeaching Teachers to Teach

Clerkship RetreatClerkship RetreatMay 8th, 2006May 8th, 2006

Eva Metalios, MDEva Metalios, MDHanah Polotsky, MDHanah Polotsky, MD

IntroductionsIntroductions

ObjectivesObjectives

• To consider Qualities of Excellent To consider Qualities of Excellent TeachersTeachers

• To explore how to find a Teachable To explore how to find a Teachable MomentMoment

• To enhance Skills to Teach around the To enhance Skills to Teach around the Teachable MomentTeachable Moment

Workshop BackgroundWorkshop Background Sharpening the Saw: Becoming better teachersSharpening the Saw: Becoming better teachers

Phillip Sarkin, MDPhillip Sarkin, MDUniversity of BuffaloUniversity of Buffalo

A five Steps “Microskills” Model of Clincal TeachingA five Steps “Microskills” Model of Clincal Teaching

Jon NeherJon NeherValley Family Medicine WashingtonValley Family Medicine Washington

Teaching the One-minute PreceptorTeaching the One-minute Preceptor

David M.Irby, PhDDavid M.Irby, PhDUniversity of MichiganUniversity of Michigan

Your Finest TeacherYour Finest Teacher

Cow PhilosophyCow Philosophy

• Who is your finest teacher?Who is your finest teacher?

• What were the characteristics What were the characteristics that made this teacher excellent?that made this teacher excellent?

Your Finest TeacherYour Finest Teacher

Ten Tips to Becoming a Better TeacherTen Tips to Becoming a Better Teacher

1.1. Consider your Consider your goalsgoals and and objectivesobjectives, and , and communicate them to your learnercommunicate them to your learner

2.2. Discover Discover enthusiasmenthusiasm for your subjects and your for your subjects and your learnerslearners

3.3. Take your teaching and their learning seriously Take your teaching and their learning seriously – – planplan, , teachteach, , reflectreflect

4.4. Rediscover your Rediscover your sense of humorsense of humor

5.5. Make your learner as Make your learner as activeactive as possible as possible

1.1. Consider your Consider your goalsgoals and and objectivesobjectives, and , and communicate them to your learnercommunicate them to your learner

2.2. Discover Discover enthusiasmenthusiasm for your subjects and your for your subjects and your learnerslearners

3.3. Take your teaching and their learning seriously Take your teaching and their learning seriously – – planplan, , teachteach, , reflectreflect

4.4. Rediscover your Rediscover your sense of humorsense of humor

5.5. Make your learner as Make your learner as activeactive as possible as possible

Ten Tips to Becoming a Better TeacherTen Tips to Becoming a Better Teacher

6.6. Be Be respectfulrespectful of your learners of your learners

7.7. Promote Promote self-directed learningself-directed learning

8.8. Provide Provide feedbackfeedback - - frequent, timely, frequent, timely, constructiveconstructive

9.9. Admit your limitationsAdmit your limitations - relearn to say - relearn to say ““I don’t know” I don’t know”

10.10. Make your teaching and their learning Make your teaching and their learning funfun

6.6. Be Be respectfulrespectful of your learners of your learners

7.7. Promote Promote self-directed learningself-directed learning

8.8. Provide Provide feedbackfeedback - - frequent, timely, frequent, timely, constructiveconstructive

9.9. Admit your limitationsAdmit your limitations - relearn to say - relearn to say ““I don’t know” I don’t know”

10.10. Make your teaching and their learning Make your teaching and their learning funfun

Opportunities to TeachOpportunities to Teach

The Case of the Painful EarThe Case of the Painful Ear

DIAGNOSEPATIENT

DIAGNOSEPATIENT

DIAGNOSE LEARNER1. GET COMMITMENT2. PROBE FOR EVIDENCE

DIAGNOSE LEARNER1. GET COMMITMENT2. PROBE FOR EVIDENCE

TEACH3. PROVIDE POSITIVE FEEDBACK4. TEACH GENERAL RULES5. CORRECT ERRORS

TEACH3. PROVIDE POSITIVE FEEDBACK4. TEACH GENERAL RULES5. CORRECT ERRORS

FIVE MICROSKILLS FOR CLINICAL TEACHINGFIVE MICROSKILLS FOR CLINICAL TEACHING

FIVE MICROSKILLS FOR CLINICAL TEACHINGFIVE MICROSKILLS FOR CLINICAL TEACHING

1.1. GET A COMMITMENTGET A COMMITMENT

““What do you think is going on?”What do you think is going on?”

2.2. PROBE FOR SUPPORTING EVIDENCEPROBE FOR SUPPORTING EVIDENCE

““Why do you think this is the case?”Why do you think this is the case?”

3.3. REINFORCE WHAT WAS RIGHTREINFORCE WHAT WAS RIGHT

““You did a good job with…”You did a good job with…”

4.4. CORRECT MISTAKESCORRECT MISTAKES

““Next time try…”Next time try…”

5.5. TEACH GENERAL RULESTEACH GENERAL RULES

““The take home points are…”The take home points are…”

Teaching the One-minute PreceptorTeaching the One-minute Preceptor

Design:Design: Randomized controlled trial Randomized controlled trial

Objective:Objective: Evaluate the effect of teaching Evaluate the effect of teaching

the OMP on residents teaching skillsthe OMP on residents teaching skills

Participants:Participants: n = 57 2 n = 57 2ndnd & 3 & 3rdrd year residents year residents

Intervention:Intervention: 1 hour session - 15 min lecture, 1 hour session - 15 min lecture,

20 min role play, and 15 min discussion20 min role play, and 15 min discussion

Furney SL, et al. J Gen Intern Med 2001;16:620-624

Teaching the One-minute PreceptorTeaching the One-minute Preceptor

Primary OutcomePrimary Outcome:: change in studentchange in student

ratings of residents OMP teaching skillsratings of residents OMP teaching skills

Secondary OutcomeSecondary Outcome:: residents self residents self

report of pre- and post- intervention use report of pre- and post- intervention use

of teaching skillsof teaching skills

Furney SL, et al. J Gen Intern Med 2001;16:620-624.

Survey Items from the Student Evaluations of Resident Survey Items from the Student Evaluations of Resident TeachingTeaching

Furney SL, et al. J Gen Intern Med 2001;16:620-624

Mean change in OMP Teaching Ratings

Furney SL, et al. J Gen Intern Med 2001;16:620-624.

Change in Teaching Ratings

Change in Teaching Ratings

Survey Questions Survey Questions

Teaching the One Minute PreceptorTeaching the One Minute Preceptor Learners assigned to intervention reported statistically significant changes in teaching behaviors

87% of residents reported intervention as useful or very useful

Student ratings of teacher performance showed improvement in teacher skills

Learners in the intervention group reported increased motivation to do outside reading

Learners assigned to intervention reported statistically significant changes in teaching behaviors

87% of residents reported intervention as useful or very useful

Student ratings of teacher performance showed improvement in teacher skills

Learners in the intervention group reported increased motivation to do outside reading Furney SL, et al. J Gen Intern Med 2001;16:620-624

Five Microskills for Clinical TeachingFive Microskills for Clinical Teaching

1.1. GET A COMMITMENT GET A COMMITMENT

2.2. PROBE FOR SUPPORTING EVIDENCEPROBE FOR SUPPORTING EVIDENCE

3.3. REINFORCE WHAT WAS RIGHT REINFORCE WHAT WAS RIGHT

4.4. CORRECT MISTAKES CORRECT MISTAKES

5.5. TEACH GENERAL RULES TEACH GENERAL RULES

WHAT MAKES A GOOD TEACHER?

WHAT IS MY TEACHING STYLE?

HOW CAN I APPLY WHAT HAS BEEN DISCUSSED TODAY TO TEACHING IN MY

OWN WORK SETTING?

WHAT MAKES A GOOD TEACHER?

WHAT IS MY TEACHING STYLE?

HOW CAN I APPLY WHAT HAS BEEN DISCUSSED TODAY TO TEACHING IN MY

OWN WORK SETTING?

TEACHING TEACHERS TO TEACH

“…also, while I’m here. I’ve got this pain in my back and a ringing in my ears. I’m telling you, sometimes I can’t hear myself think, which, I guess, is all right, because I can’t remember a thing.

Nothing I eat agrees with me, and I’m constipated. Now let me tell you about my knees…”

Why Alien Abductions and Examinations Stopped