BDA Framework for Clinical Teaching by Karen Spear

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Slide Notes

BDA Framework for Clinical Teaching

Published on Nov 19, 2015

Mini presentation on the key concept for clinical teaching using the BDA (Before, During, After) framework; adapted from the RAE Orientation presentation on June 30, 2015, by Karen Spear Ellinwood, PhD, JD, Director, Faculty Instructional Development, Residents as Educators Program.

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PRESENTATION OUTLINE

The BDA Framework

for Teaching in Clinical Settings

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Key Points

Describes the BDA framework for teaching in clinical settings
Offers suggestion for application

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Medical students are learning to care for patients.

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BDA Offers Structure for Clinical Teaching

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The Bottomline

Is the student just tagging along?

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Or, do they have a specific purpose before entering the room?

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Structure Clinical Teaching

For Reflective Learning & Clinical Practice

Try the BDA Framework

BEFORE

the clinlical encounter

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Whether this student has the pertinent knowledge or skills to perform the task

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Challenge Students

It's always good to...

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Not too great!

Be sure the challenge is...

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Knowledge Check BEFORE!

That's why we do a

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Encourage questions

Remember to...

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DURING

the clinical encounter

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Strategic Autonomy

Provide opportunities for

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ASK YOURSELF...

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Is the student demonstrating established expectations?

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Should I step in?

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How could I assist the student's learning?

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AFTER

the clinical encounter

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Ask the student to present to you

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Invite the student to present to

the attending (as appropriate)

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Have a conversation

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Encourage students to ask questions or discuss issues that emerge from the experience

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Offer Constructive Feedback! Remind students...

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Say more than “good job” or “that could have been better” ...

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Tell the student what they did well, and ...

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you think so

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Provide specific examples of behavior

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Tell the student what they need to improve, and ...

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performance did not meet expectations

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Provide specific examples of behavior...

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Offer Guidance as to HOW could they improve

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Identify support for continued learning

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References

Gaberson KB, Oermann MH & Shellenbarger T. Clinical Teaching Strategies in Nursing. Springer:NY; 2015.
Vacca RT and Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson Publishers; 2005.

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References

Plack MM & Santasier, LG. The Reflective Practitioner: Reaching for Excellence in Practice. Commentary, In Pediatrics. pp. 1545-1553; 2005.
Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.

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