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Teaching in the Busy Clinical Setting Presented by: Ed Zalneritis, M.D. adapted from "The one minute preceptor" by K Gordon, MA and B Meyer, MD, MPH The goals of this activity are to teach in a busy clinical setting yet feel confident about doing so and at the same time develop a "learner-centered" approach. As in all teaching venues, one must align the needs of the teacher and learner. One must clarify expectations, balance patient care and teaching, promote self-learning through reading, be sure of being able to assess ones own performance and that of the learner, and finally, provide meaningful feedback. Overview: Determine the level of the learner. Have the learner identify their learning objectives. Plan an overall teaching agenda (ie) what must be accomplished, how will the learning opportunities be identified, what will the role of self-learning be, how will the learner be incorporated into the plan Decide what your role is and the role of the learner is in terms of monitoring their progress. Determine how and when to modify the plan. Provide constructive feedback. Listen to the learner complete their discourse with prompts to be concise when need be. Practice the microskills (see below) The Microskills of Clinical Teaching With each learner encounter: Get a commitment - Ask what do think is going on? Probe for supporting evidence - Ask why do you think this is so? Teach general rules. Reinforce what was right - Tell them the positive effect it had. Correct mistakes - Tell them what was not done right and how to improve for the next time. Summarized by F. DiMario