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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.

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PRESENTATION OUTLINE

1.

Residents as Educators

Emergency  Medicine
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2.

Key Points

  • Apply BDA to teaching in clinical settings
  • Use RIME to determine student's role in the encounter Provide strategic autonomy
  • Provide strategic autonomy
  • Encourage students to present to attendings
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3.

BDA

Structures Teaching in Clinical Settings
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4.

BEFORE

the Clinical Encounter
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5.

Establish expectations for the student's engagement in the encounter

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6.

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

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Determine the student's knowledge and procedural abilities

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BEFORE the encounter...

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9.

We could start with a KNOWLEDGE CHECK.

In a possible SEPSIS case...
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10.

How do we determine sepsis?

We could ask the student...
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11.

What are the SIRS criteria?

We could ask the student...
12.

What are the qSOFA criteria?

We could ask the student...
http://www.mdcalc.com/sirs-sepsis-and-septic-shock-criteria/

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When would we apply qSOFA?

When would we apply SIRS?
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HOW do the criteria apply to THIS patient?

We could ask the student...
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Establish the student's role

based upon knowledge and skill
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You can use RIME to determine an appropriate role for this med student

17.

Reporters

Collect and Report Relevant Information
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Interpreters

Interpret patient history and clinical data, weigh the evidence
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Managers

Identity and manager resources, Suggest Appropriate Actions
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20.

Educators

Self-educate; Contribute to Patient and Peer Education
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21.

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

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observe and report

We will have a better sense of their abilities to
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Assist in the Procedure

Or, whether they should...
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Patient Care Management

OR, whether they should assist in...
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Educating Patients or Peers

OR, whether they should assist in...
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CHALLENGE the Student

Every Learning Situation Should
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is not too GREAT

But, be sure the challenge
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That's why we do

The Knowledge Check
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DURING

the Clinical Encounter
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30.

Strategically Offer Students

Autonomy DURING Patient Encounters
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31.

Be sure to observe

DURING a patient visit
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Before allowing autonomy in seeing patients.

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This helps gauge the appropriate level of autonomy for THIS student

34.

Aim for Independence

 Start with Guidance
35.

AFTER

the Patient Encounter
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36.

Check in with the student

DEBRIEF the encounter
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37.

Present the Case to YOU

Ask them to
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38.

Guide their Case Presentation

Ask Questions to
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39.

in chronological order

Students might be tempted to 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
40.

Present Cases ED Style

Guide the student in how to
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
41.

Present to the Attending

Make Sure You Ask Students to
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42.

Offer Formative Feedback

Be Honest but Helpful
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43.

They Did Well

Tell the Student Something 
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44.

They Could Improve

Tell the Student Something
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45.

And How You Could Help

Ask them what they'd like to work on
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Karen Spear Ellinwood, PhD, JD, EdS

Director, Faculty & Resident Instructional Development
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47.

FID.medicine.arizona.edu

Visit
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Karen Spear Ellinwood, PhD, JD, EdS, BSW

Haiku Deck Pro User
http://twinpalmscp.com