1 of 50

Slide Notes

DownloadGo Live

Copy of ED Residents as Educators Tips for Clinical Teaching

Published on Apr 29, 2016

This quick guide is to assist Emergency Medicine Residents in teaching medical students in clinical settings. It offers an overview of the BDA framework for structuring teaching in clinical settings, RIME to help residents assign an appropriate role for a particular student in a specific encounter, and reminds residents to offer formative feedback and guide students in how to present cases ER style to residents as well as to ensure they ask students to present to attendings at least once during their shift. The author intends this guide for University of Arizona College of Medicine Emergency Medicine residents, however, this guide may be helpful to residents in any department or on any service.

View Outline

MORE DECKS TO EXPLORE

PRESENTATION OUTLINE

1.

Residents as Educators

Orientation to Teaching
Photo by ECU Honors College
2.

Key Points

  • Apply BDA to clinical teaching
  • Use RIME to determine appropriate role for students
  • Offer strategic autonomy
  • Challenge and encourage students
Photo by phalinn
3.

An Approach to Clinical Teaching

BDA
Photo by UNDP in Europe and Central Asia
4.

BEFORE   DURING   AFTER

BDA
Photo by UNDP in Europe and Central Asia
5.

BEFORE

the Clinical Encounter
Photo by Lisa Brewster
6.

Establish expectations for the student's engagement in the encounter

Photo by Alex E. Proimos
7.

So they don't wonder what's expected or what their role will be

Photo by mhogan35
8.

Determine the student's knowledge and procedural abilities

Photo by Alex E. Proimos
9.

For example...start with a knowledge check

Photo by Jony Ariadi
10.

How do we determine sepsis?

We could ask the student...
Photo by Gwydion M. Williams
11.

HOW do they indicate sepsis?

WHAT are the SIRS criteria?
12.

qSOFA criteria?

WHAT are the....
http://www.mdcalc.com/sirs-sepsis-and-septic-shock-criteria/

Photo by RW PhotoBug
13.

SIRS or qSOFA?

HOW do we know when to apply
Photo by COD Newsroom
14.

to this patient?

HOW do apply the criteria
Photo by COD Newsroom
15.

Establish the student's role

based upon knowledge and skill
Photo by Ano Lobb. @healthyrx
16.

Use RIME to determine an appropriate role

17.

Should the student enact the role of...

18.

Reporter

Collect and Report Relevant Information
Photo by RogerGoun
19.

Interpreter

Interpret patient history and clinical data, weigh the evidence
Photo by jannekestaaks
20.

Manager

Identify and manage resources, Suggest Appropriate Actions
Photo by German Tenorio
21.

Educator

Self-educate; Contribute to Patient and Peer Education
Photo by Alex E. Proimos
22.

So...before sending your student off to see that patient...

Photo by mhogan35
23.

help you decide whether...

The Knowledge Check & RIME Role Check
Photo by ResoluteSupportMedia
24.

observe and report

The student should...
Photo by ResoluteSupportMedia
25.

Assist in the Procedure

Photo by MilitaryHealth
26.

Patient Care Management

Photo by Army Medicine
27.

Peer or Patient Education

Photo by juhansonin
28.

CHALLENGE your Student

Remember to 
Photo by BozDoz
29.

is not too GREAT

But, be sure the challenge
Photo by tombothetominator
30.

That's why we do

The Knowledge Check
Photo by mag3737
31.

DURING

the Clinical Encounter
Photo by phalinn
32.

Strategically Offer Students

Autonomy in the encounter
Photo by phalinn
33.

Be sure to observe

DURING a patient encounter
Photo by Seattle Municipal Archives
34.

BEFORE allowing autonomy in seeing patients.

Photo by uonottingham
35.

Gauge the level of autonomy for each student

36.

Aim for Independence

BUT Start with Guidance
37.

AFTER

the Patient Encounter
Photo by Fire At Will [Photography]
38.

DEBRIEF

Check in with the student
Photo by DFAT photo library
39.

Present the Case to YOU

Ask the student to
Photo by Engin Erdogan
40.

Guide the Case Presentation

Ask Questions to
Photo by Orin Zebest
41.

everything they know about the patient

Students might present
Adapted by Karen Spear Ellinwood, PhD, JD, EdS, Director, Residents as Educators Program, Faculty Instructional Development based upon:
Oral Presentations in Emergency Medicine, 3-minute Preceptor Supplement to Davenport C, Honigman B & Druck J. The 3-Minute Emergency Medicine Medical Student Presentation: A Variation on a Theme, ACADEMIC EMERGENCY MEDICINE 15:683–687; 2008.
LINK: http://onlinelibrary.wiley.com/doi/10.1111/j.1553-2712.2008.00145.x/epdf
Photo by [ henning ]
42.

what you need to know

Guide the student in presenting
Adapted by Karen Spear Ellinwood, PhD, JD, EdS, Director, Residents as Educators Program, Faculty Instructional Development based upon:
Oral Presentations in Emergency Medicine, 3-minute Preceptor Supplement to Davenport C, Honigman B & Druck J. The 3-Minute Emergency Medicine Medical Student Presentation: A Variation on a Theme, ACADEMIC EMERGENCY MEDICINE 15:683–687; 2008.
LINK: http://onlinelibrary.wiley.com/doi/10.1111/j.1553-2712.2008.00145.x/epdf
Photo by rawpixel
43.

Present to the Attending

Encourage the student to
Photo by Walt Stoneburner
44.

Offer Formative Feedback

Honest AND Helpful
Photo by Ken Whytock
45.

They Did Well

Tell the Student Something 
Photo by Sydney Uni
46.

They Could Work On

Tell the Student Something
Photo by Aaron Jacobs
47.

How can I help?

Ask your student...
Photo by SAITOR
48.

learning goals builds rapport

Involving your student in developing 
Photo by rawpixel
49.

Karen Spear Ellinwood, PhD, JD, EdS

Director, Faculty & Resident Instructional Development
Photo by chris.chabot
50.

FID.medicine.arizona.edu

kse@medadmin.arizona.edu 520.626.1743
Photo by John-Morgan

Karen Spear Ellinwood, PhD, JD, EdS, BSW

Haiku Deck Pro User
http://twinpalmscp.com