Teaching in Your Office: A Guide to Instructing Medical Students and Residents
, by Alguire, Patrick C.- ISBN: 9781934465028 | 193446502X
- Cover: Paperback
- Copyright: 4/1/2008
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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