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    ISI - Principle of Clinical Teaching

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    Eggy Pradana
    This document discusses principles of clinical teaching. It covers: 1. Basic principles of adult learning, including that adults learn differently than children and learn best when learning is meaningful and connected to their experiences. 2. Characteristics of effective clinical teaching, which involves defining clear objectives and using appropriate teaching techniques for the clinical setting. 3. Factors that influence clinical teaching, such as the roles of teachers and students, external influences, and types of teacher-learner interactions. 4. Techniques for clinical teaching, including orienting learners, organizing teaching sessions, encouraging independent learning, and providing feedback on demonstrations of procedures.

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    ISI - Principle of Clinical Teaching

    Uploaded by

    Eggy Pradana
    778 views62 pages
    This document discusses principles of clinical teaching. It covers: 1. Basic principles of adult learning, including that adults learn differently than children and learn best when learning is meaningful and connected to their experiences. 2. Characteristics of effective clinical teaching, which involves defining clear objectives and using appropriate teaching techniques for the clinical setting. 3. Factors that influence clinical teaching, such as the roles of teachers and students, external influences, and types of teacher-learner interactions. 4. Techniques for clinical teaching, including orienting learners, organizing teaching sessions, encouraging independent learning, and providing feedback on demonstrations of procedures.

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    This document discusses principles of clinical teaching. It covers: 1. Basic principles of adult learning, including that adults learn differently than children and learn best when learning is meaningful and connected to their experiences. 2. Characteristics of effective clinical teaching, which involves defining clear objectives and using appropriate teaching techniques for the clinical setting. 3. Factors that influence clinical teaching, such as the roles of teachers and students, external influences, and types of teacher-learner interactions. 4. Techniques for clinical teaching, including orienting learners, organizing teaching sessions, encouraging independent learning, and providing feedback on demonstrations of procedures.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    778 views62 pages

    ISI - Principle of Clinical Teaching

    Uploaded by

    Eggy Pradana
    This document discusses principles of clinical teaching. It covers: 1. Basic principles of adult learning, including that adults learn differently than children and learn best when learning is meaningful and connected to their experiences. 2. Characteristics of effective clinical teaching, which involves defining clear objectives and using appropriate teaching techniques for the clinical setting. 3. Factors that influence clinical teaching, such as the roles of teachers and students, external influences, and types of teacher-learner interactions. 4. Techniques for clinical teaching, including orienting learners, organizing teaching sessions, encouraging independent learning, and providing feedback on demonstrations of procedures.

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    of 62

    PRINCIPLE OF CLINICAL TEACHING

    ISTAN I IRSAN
    MEDICAL EDUCATION UNIT
    MEDICAL FACULTY, BRAWIJAYA UNIVERSITY
    “ Two things are infinite. The universe
    and human stupidity
    …..and i’m not so sure about the
    universe.”
    OBJECTIVE

    • Explain basic principle of adult learning


    • Apply various teaching skills in a clinical teaching
    • Choose appropriate teaching technique to help
    students learn in a clinical setting
    • Develop teaching plans and strategies for teaching in a
    clinical setting
    HIDDEN CURRICULUM

    Informal
    learning in
    DECLARED
    TAUGHT
    which student
    CURRICULUM
    CURRICULUM engage and
    which is
    unrelated to
    HIDDEN
    CURRICULUM what is taught

    The hidden curriculum in undergraduate medical


    education: qualitative study of medical students’
    perceptions of teaching
    Heidi Lempp, Clive Seale
    MALCOLM KNOWLES
    BASIC PRINCIPLE

    1. Teaching is not equal with learning


    LEARNING IS A DYNAMIC PROCESS
    EFFECTIVENESS OF TEACHING METHODS
    BASIC PRINCIPLE

    2. Adult learn differently from children


    • Based on learners need
    • Self - directed learning
    • Intrinsically focused
    • Need to be treated with respect
    • Feedback is central to satisfied learning
    • Consider personal experienced that served as
    resources for learning
    BASIC PRINCIPLE

    3. Encourage meaningful learning


    MEANINGFUL LEARNING
    • ROTE LEARNING

    Memorization of fact

    • MEANINGFUL LEARNING

    The process of relating potential meaningful


    information to what a learners already know
    in a substantive way
    MEANINGFUL LEARNING

    • Make a connection of new


    concept to students experience

    • Arrange of proper sequences

    From simple to complex


    From known to unknown
    From example to principle
    From concrete to abstract
    BASIC PRINCIPLE

    4. Learning from experience


    “ BLIND SPOT “
    BASIC PRINCIPLE

    5. Define a clear set of learning objective


    DRAW A HOUSE
    CLINICAL TEACHING
    CHARACTERISTIC OF CLINICAL TEACHING
    CHARACTERISTIC OF CLINICAL TEACHING

    TRANSFORMATIO PRACTICING
    NOVICE N PHYSICIAN
    COMMON PROBLEM IN CLINICAL TEACHING

    • Lack of clear objective and expactation


    • Teaching pitched at the wrong level ( too high )
    • Inadequate feedback and supervision
    • little opportunity of reflection and discussion
    • Teaching by humiliation
    • Lack of privacy and dignity of patients
    SUCCESFUL CLINICAL TEACHING INVOLVE

    • THE ROLES OF THE TEACHERS


    • THE ROLES OF THE STUDENTS
    • EXTERNAL INFLUENCES
    • TYPE OF INTERACTION
    ROLES OF THE TEACHER
    ROLE OF PRECEPTOR

    PHYSICIAN SUPERVISOR

    • knowlegeble • giving feedback


    • competent • direction
    • empathy • involve learning

    TEACHER SUPPORTER

    • interest in teaching • friendly, helpfull


    • spend time • positive attitude
    • avaibility to teach • learning value
    ROLES OF THE STUDENTS

    • COMPLIANT STUDENT, work hard, task oriented


    • ANXIOUS DEPENDENT STUDENT
    • INDEPENDENT STUDENT
    • SNIPER STUDENT, uninvolved due to pesimism
    • SILENT STUDENT, feel helpless and vulnerable
    INTERACTION : TEACHER - LEARNER
    TEACHER
    HIGH CONTROL LOW CONTROL
    ce

    LOW CONTROL LEARNER HIGH CONTROL


    EXTERNAL INFLUENCES

    “RAT”
    Resident as a Teacher
    CLINICAL SETTING
    CLINICAL SETTING
    THREE STEP PLANNING

    • ORIENT THE LEARNERS


    • ORGANIZE THE CLINIC
    • ENCOURAGE THE
    LEARNER TO TAKE
    MORE RESPONBILITY
    FOR THEIR OWN
    LEARNING
    ORIENT THE LEARNER

    • Describe clinical
    environment
    • Introduce to the staff
    • Rules
    • Find out students name
    • Clear learning objective
    ORGANIZE THE CLINIC

    • Manage patients
    consent
    • Manage time

    • Role of students
    ENCOURAGE LEARNER

    • More responsible to
    their own learning
    • More active
    • More discussion
    • Adult learning
    EFFECTIVE AMBULATORY TECHING BEHAVIORS

    • PERCEPTOR INSPIRE STUDENT CONFIDNCE IN


    PERCEPTOR’S MEDICAL SKILL
    • PERCEPTOR EXPLAIN THE DECISION MAKING
    PROCESS TO STUDENTS.
    • PERCEPTOR TREATS STUDENT WITH TRUST AND
    RESPECT
    • PERCEPTOR PROVIDE A ROLE MODEL
    BARRIER TO EFFECTIVE AMBULATORY TEACHING
    TEACHING PROCEDURAL SKILL

    SEE ONE, DO ONE, TEACH ONE


    MODEL FOR TEACHING PROCEDURES

    A ASSESS THE LEARNER


    B BASIC CONCEPT
    C CONTRAINDICATION / COMPLICATION

    D DEMONSTRATE THE PROCEDURE


    E EXPLAIN AND BREAKDOWN THE STEPS
    F FEEDBACK / ANSWER THE QUESTION

    E (LEARNER) EXPLAIN AND VERBALIZE


    D (LEARNER) DEMONSTRATE THE PROCEDURE
    F FEEDBAK ON PERFORMANCE
    A : ASSESS THE LEARNER

    •WHAT DOES THE LEARNER KNOW?


    •ASK THEM TO TEACH YOU THE
    SKILL FIRST
    •PLAN : PREPARING THE SKILL
    B : BASIC CONCEPT

    •LEARNER UNDERSTAND THE


    COGNITIVE ELEMENT OF THE
    SKILL
    •LEARNER KNOWS THE
    INSTRUMENT AND TOOLS
    INVOLVED THE SKILL
    C : COMPLICATION

    •LEARNER SHOULD KNOW WHEN THE


    PROCEDURE IS NOT DONE AND THE
    PRECAUTIONS AND COMPLICATION
    THAT ARE INVOLVED
    D : DEMONSTRATION

    •THE LEARNERS SEES THE SKILL


    DEMONSTRATED IN ITS ENTIRELY
    •GIVES THEM A MENTAL PICTURE
    OF WHAT THE SKILL SHOULD LOOK
    LIKE WHEN DONE CORRECTLY
    E : EXPLANATION

    •PERSEPTOR REPEATS THE PROCEDURE


    BREAKING IT DOWN INTO STEPS AND
    VERBALIZING EACH STEP
    •ALLOWS LEARNERS TO SEE HOW EACH
    STEP FITS INTO THEOPTIMAL
    SEQUENCE
    •LEARNERS PERFORM BETTER WITH
    SERIES OF SMALL STEPS
    F : FEEDBACK

    •ASK FOR THE FEEDBACK


    •ALLOW LEARNER TO CLARIFY
    STEPS OR ASK QUESTION
    E : EXPLANATION

    •LEARNERS NOW TALK THROUGH


    THE SKILL DESCRIBING STEP BY
    STEP HOW ITS PERFORMED
    •HELPS COMMIT THE PROCESS TO
    MEMORY
    D : DEMONSTRATION

    •LEARNER NOW
    PERFORMS THE SKILL
    WITH THE PERCEPTOR
    OBSERVING
    TIPS FOR AMBULATORY PRECEPTORS

    BEFORE YOU START

    WHEN YOU START

    WHEN THE SESSION IS OVER

    AMEE GUIDE
    AMEE Guide No 26: clinical teaching in
    ambulatory care settings: making the most
    of learning opportunities with outpatients

    JOHN A. DENT
    Department of Orthopaedic and Trauma Surgery, University of Dundee, Scotland, UK
    “ The world is divided into men who
    have wit and no religion….and men
    who have religion and no wit ”
    PITFALL IN CLINICAL TEACHING
    PITFALL IN CLINICAL TEACHING

    • MISJUDGING THE LEARNER STRENGTH & WEAKNESS


    • LACK OF PREPARATION
    • TOO MUCH CONTENT
    • TEACHING STRATEGIES
    • TEACHING SKILL
    TERIMA KASIH

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