Transcript Document

Section II.Appendix M
Science at the heart of medicine
Successful Strategies to
Effectively Teach
Medical Students
TEACHING STAR
Resident and Non-faculty Instructor
Teaching Development Program
Office of Medical Education
Outline
• Introduction
• What Makes A “Good”
Teacher?
• Effective Teaching
Strategies
• Avoiding Mistreatment of
Medical Students
• Summary, Questions, and
Einstein Resources
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Objectives
By the end of this session, participants will be able
to:
1.Describe the roles and attributes of a “good” teacher.
2.Review how to set clear expectations for students.
3.Review the six steps of teaching micro-skills.
4.Identify principles of effective feedback.
5.Describe how to avoid mistreatment of medical students.
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Introduction
• Albert Einstein College of Medicine values the
critical role which you play in the education of our
medical students.
• We want to present a few strategies to enhance
your teaching and assessment skills with different
learners in a variety of settings.
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Think back to your own experiences…
• What makes a
“good teacher?
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Teachers Are More Than Content Experts
• The teacher as expert (relative to student).
• The teacher as facilitator (leading students to
active learning).
• The teacher as person.
• The teacher as role model.
• The teacher as authority.
• The teacher as socializing agent (promoting
respectful interpersonal interactions).
From McKeachie’s Teaching Tips, pp 278-287.
Attributes of Exceptional Teachers
1. They know and understand their students well, teach to an
appropriate level and are able to do what they expect of
their students.
2. The teachers understand that effective learning produces a
sustained influence on the way people think, act, and/or
feel.
3. They understand the need for students to see the relevance
of what they are learning.
4. They have a program of self-assessment that guides their
own efforts and adaptations
Derived and Adapted in part from Ken Bain, What the Best
Teachers Do. Cambridge: Harvard University Press, 2004. pp15-21 (modified)
Attributes of Exceptional Teachers
5.
They communicate with their students in ways that keep
their students actively thinking and defending their choices.
6.
They try to create a natural critical learning environment
that is comfortable and challenging.
7.
They have a structured approach to provide specific, timely,
corrective and reinforcing feedback to students.
8.
They promote high standards and communicate clear
expectations.
Derived and Adapted in part from Ken Bain, What the Best
Teachers Do. Cambridge: Harvard University Press, 2004. pp15-21 (modified)
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Effective Teaching Strategies
• Set clear
expectations
• The 6 teaching
micro-skills
• Principles of
feedback
• Other teaching tips
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Set clear expectations with
students
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Before students arrive:
> Review the learning objectives and any feedback/evaluation tools
> Identify your own expectations of learners
Introduce the students into the context of the learning environment
Assess the students’ levels and backgrounds
Meet with students to discuss course, learner's and your
expectations for the rotation.
Provide an overview of mutual learning objectives and tasks
Establish individual/group ground rules
> Manner of conduct, individual’s/member’s role, group dynamic, peer
critique, individual’s/group trust and confidentiality
Clarify individual/ group schedule
Adapted from Tufts University Residents-as-Teacher Guide; North Carolina AHEC
The Six Teaching Microskills
1.
2.
3.
4.
5.
6.
Get a commitment
Probe for supporting evidence
Teach general rules
Reinforce what was done right
Correct mistakes
Identify a learning plan
Principles of Feedback
• Frequent
• Immediate
• Specific behaviors rather
than general attributes
• Formative versus
summative assessment
• Balance between too
little feedback versus
too much
• Appropriate setting
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An Effective Feedback Framework
Ask for the student’s self assessment
Provide reinforcing feedback with
specific examples
3. Provide corrective feedback with
specific examples
4. Create a mutual action plan

“What is one thing you would like to
work on?”

“How are you going to work on
that?”
5. Ask for reciprocal feedback

“Do you have any feedback for me?”
1.
2.
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Other Teaching Tips for Success
• Three second rule:
 Allow learner 3 seconds to respond before teaching
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Share your thought process out loud
Identify teachable moments
Be flexible
Be enthusiastic about teaching, your profession
and professional development
• Model humility
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Student Mistreatment
Any instance in which the student was treated badly or abused
in any way.
Obvious examples:
• Threat of harm or being physically abused
• Sexual mistreatment
• Offensive remarks or having grades lowered based on
one’s gender, racial, ethnic, religious identity or sexual
orientation
• Threat of grading and other forms of assessment as
reward or punishment for inappropriate requests
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Student Mistreatment: The gray zone
• Public belittling or humiliation
• Being asked to perform services unrelated
to patient care
• Assignment of duties as punishment rather
than education
• Teacher-learner relationships
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Reporting Mistreatment
• Einstein has adopted a policy of Zero
Tolerance
• Web-based reporting for students
• Ombudsman panel comprised of faculty and
students will investigate all allegations.
• All incidents will be addressed with the alleged
perpetrator and his or her direct supervisor.
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Examples of Reported Mistreatment
 Scenario 1
 Scenario 2
 Scenario 3
Adapted from Fried et. al, “Eradicating medical student mistreatment: a longitudinal
study of one institution’s efforts.” Academic Medicine. 2012 Sep;87(9): 1191-8.
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Avoiding Student Mistreatment:
Shared Accountability
• Treating others with respect is what its
all about
• Everyone should be held to the same
standards
• View this as the “appropriate culture”.
• Be a leader.
• Spread the word.
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INSERT ADDITIONAL MATERIALS HERE
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Summary
• Remember to set clear and mutual expectations with
medical students before the learning experience
begins.
• Use the micro skills framework in order to be a
learner-centered teacher.
• Promote life-long learning skills.
• Provide frequent and clear feedback related to specific
behaviors.
• Avoid mistreatment of medical students and promote a
positive learning environment.
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Einstein Online Teaching Development Resource
Portal for Residents and Non-Faculty Teachers
www.einstein.yu.edu/teachingstar
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Questions
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Please make sure to sign in attendance
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Thank you for teaching our medical students
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