Use this space however you want by using the “comment” tool to post introductions, links to interesting teaching articles, or to ask questions to your cohort.
This is a BEME publication is a systematic review of the literature on Doctor Role Modelling in Medical Education. This may be of interest in our first session.
Click here to visit the site: BEME publication
Melissandre NoelFebruary 13, 2015 at 8:09 amPermalink
Hi group,
I will try my best to be there for the first session, but since I am on call for obstetrics it might be tricky. I do have a resident to teach today though, so will feel like I am applying some of the key concepts 🙂
I enjoyed the video, as it reminded me that I do not need to be a walking encyclopedia for my learners. Quick clinical pearls can suffice. I often feel the pressure to know everything about a topic and feel very self conscious when I realize that there are so many of the learner’s questions I actually can’t answer off the top of my head…
Brenda HardieFebruary 20, 2015 at 12:03 pmPermalink
Meli. That same comment rang true for many of us that attended the session. We were happy to be encouraged to focus our learners on task specific learning, and not feel the need to spew out information or knowledge to our learners. Now we know that we can feel confident that we are teaching more effectively when we avoid those mini-lectures in the office. Yay!
Brenda HardieFebruary 20, 2015 at 12:07 pmPermalink
After watching the videos A and B I found echo in most of the items approached. What I found helpful is the unconscious competency level . It made me rethink how to teach new skills to medical students. Sometimes I do tend to do things FOR them. From now on will limit to redirect their skills and refrain from doing myself . That was what I could take as one of the best tips. Thanks
Hi all,
I am looking forward to seeing everyone tomorrow.
We will take the first 5 minutes or so to check-in, and share if you like about how what you learned last time has impacted your teaching. Did you implement any time-saving tips? Has your understanding of the learning cycle changed your approach?
Then we will have a brief review of the information found in the video in Section 3 – which you will have watched before hand 🙂 We will practice the One Minute Preceptor and the SNAPPS technique together on a couple of cases.
Last we will watch the 12 minute video on section 4, and take a good look at the chart stimulated recall method.
If there is anything you think is missing or would like to spend time on please let me know.
This is a BEME publication is a systematic review of the literature on Doctor Role Modelling in Medical Education. This may be of interest in our first session.
Click here to visit the site: BEME publication
Hi group,
I will try my best to be there for the first session, but since I am on call for obstetrics it might be tricky. I do have a resident to teach today though, so will feel like I am applying some of the key concepts 🙂
I enjoyed the video, as it reminded me that I do not need to be a walking encyclopedia for my learners. Quick clinical pearls can suffice. I often feel the pressure to know everything about a topic and feel very self conscious when I realize that there are so many of the learner’s questions I actually can’t answer off the top of my head…
Meli. That same comment rang true for many of us that attended the session. We were happy to be encouraged to focus our learners on task specific learning, and not feel the need to spew out information or knowledge to our learners. Now we know that we can feel confident that we are teaching more effectively when we avoid those mini-lectures in the office. Yay!
In one of the cases we discussed, we were talking about the relevance of the resident’s clothing and how it may affect doctor-patient rapport. I know this isn’t a key message from our session, but just thought this was some interesting research.
http://www.uofmhealth.org/news/archive/201502/do-clothes-make-doctor-u-m-researchers-report-patient.
After watching the videos A and B I found echo in most of the items approached. What I found helpful is the unconscious competency level . It made me rethink how to teach new skills to medical students. Sometimes I do tend to do things FOR them. From now on will limit to redirect their skills and refrain from doing myself . That was what I could take as one of the best tips. Thanks
Hi all,
I am looking forward to seeing everyone tomorrow.
We will take the first 5 minutes or so to check-in, and share if you like about how what you learned last time has impacted your teaching. Did you implement any time-saving tips? Has your understanding of the learning cycle changed your approach?
Then we will have a brief review of the information found in the video in Section 3 – which you will have watched before hand 🙂 We will practice the One Minute Preceptor and the SNAPPS technique together on a couple of cases.
Last we will watch the 12 minute video on section 4, and take a good look at the chart stimulated recall method.
If there is anything you think is missing or would like to spend time on please let me know.