The OneMinute Teacher

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The One-Minute Teacher
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(No Transcript)
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• Communication is the key to effective clinical
  teaching
• Questioning
• Explaining
• Feedback
• Clinical reasoning is mostly based on
• Pattern recognition
• Novices are more likely to make a correct
  diagnosis if they make an early commitment
• But remain reflective
• Modelling professional thinking is helpful

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Questions, questions..

• Whats the point in asking questions?
• The seeker for knowledge will profit from
  guide-ropes and tug-ropes.
• Evans, 1968

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Questions, questions help to

• Arouse interest
• Find stuff out
• Activate prior knowledge
• Test knowledge understanding
• Motivate
• Promote understanding
• Explaining paraphrasing compare contrast
  summarising
• Provide new insights
• Model professional thinking
• Diagnose strengths and weaknesses

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Cognitive/knowledge levels

• A simple classification
• Recall - What? When? Which?
• Comprehension - Why? How?
• Problem solving - What if?

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• Questions aimed at different cognitive levels
• Recall
• Whats the name of that bone?
• What drug do we use for this condition?
• Comprehension
• What dose of this drug would you prescribe for an
  18 month old child of average weight and why?
• If a patient with acute renal failure has a daily
  output of 300 ml of urine, about how much fluid
  should he receive?
• Problem solving
• What if this patient did not respond to that
  treatment regime?
• How will you know if that was a good decision?

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Questions, questions..Some rules of thumb

• Restrict closed questions to clarification
• Ask open questions in all other circumstances,
  particularly probing questions
• What if..? What are the options? How would you
  know if..? Why do you say that? Why might we..?
  Under what circumstances..?
• Allow adequate thinking time
• Use counter questions
• Follow a poor answer with another question

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Discussion
Presentation
Clarification
Hypothetical 10 minute teaching encounter -
typical
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Discussion
Presentation
Clarification
Hypothetical 10 minute teaching encounter - ideal
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• Without feedback..
• Mistakes remain uncorrected bad habits can
  develop
• Learners may drop desirable behaviour
• Learners may make inaccurate assumptions

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• Novices arent always equipped to give themselves
  feedback
• Self assessment sucks (Geoff Norman)
• Feedback
• Modifies behaviour
• Increases motivation
• Encourages reflection
• Increases self-efficacy

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The bottom lineFeedback is the lifeblood of
learningand it must be kept flowing
(Rowntree)
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The one minute teacherMicroskills for clinical
teaching

• Get a commitment - What do you think is going on?
• Probe for supporting evidence - Why do you think
  that?
• Teach general rules - When this happens, do
  this..
• Reinforce what was right - Specifically you did a
  good job of...
• Correct mistakes - Next time this happens, try
  this
• Conclusion (closing the loop) - Action plan