Transcript Clinical Teaching Bedside vs Classroom

Clinical Teaching:
Bedside vs. Classroom
Ronald D. Szyjkowski, MD, FACG
Upstate Medical University
SUNY Syracuse
“Learning is nothing but discovery
that something is possible: To teach
means to show a person that
something is possible”
Frederick Perls
What is Clinical Teaching?
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Knowledge base
Basic clinical knowledge
Core principles
Skills development
Example
“no teaching without a patient
for a text, and the best teaching
is that taught by the patient
himself.”
Osler, 1903
What is Clinical Teaching?
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Knowledge base
Basic clinical knowledge
Core principles
Skills development
Example
It is what we do.
What is Clinical Teaching?
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Student ?
Resident ?
Fellow ?
Ourselves ?
Introduction
• Do we all use the same constructs?
Clinical Teaching:
How do we do it?
Do we all use the
same constructs?
Clinical Teaching:
How do we do it?
Does the learner’s
level of training
matter?
“There are as many ways to
teach as there are to learn.”
“Visual learning is the only way
anyone learns.”
“You can’t make someone learn
so there is no reason to have any
required learning.”
Clinical Teaching:
How do we do it?
Again, does the
learner’s level of
training matter?
The Difficulties
• What is your style?
– Bedside
– Classroom
• Box Groups
The Difficulties
• Which is better?
• Which is worse?
• Box Groups
Clinical Teaching:
How do we do it?
Apprenticeship
Mentoring
Role Modeling
Bedside
Classroom
Bedside Teaching
• the most important methods of teaching
• the most neglected
and
• most deficient
ScopeBedside Teaching
• the most important methods of teaching
• the most neglected
and
• most deficient
Classroom Teaching
• THE way for large group, standardized
teaching
• the most stressed
and
• the least effective
Bedside Teaching
• Patient focused
• Pertinent to learner, teacher and patient
• Required
Classroom Teaching
• Information focused
• Pertinence not obvious
• Required
Clinical Teaching:
Bedside vs. Classroom
Clinical Teaching:
Bedside AND Classroom
Clinical Teaching
• A lesson plan?
ATTENTION
You are know being
taught!
Clinical Teaching
• Set your own objectives or plan
Clinical Teaching
• Set your own objectives or plan
• Provide a good teaching environment
Clinical Teaching
• Set your own objectives or plan
• Provide a good teaching environment
• Ensure good communication
Clinical Teaching
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Set your own objectives or plan
Provide a good teaching environment
Ensure good communication
Set a good example (Role Modeling)
Clinical Teaching
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Set your own objectives or plan
Provide a good teaching environment
Ensure good communication
Set a good example (Role Modeling)
Involve the learner
Clinical Teaching
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Set your own objectives or plan
Provide a good teaching environment
Ensure good communication
Set a good example (Role Modeling)
Involve the learner
Observe the student
ATTENTION
This is bedside
teaching!
Clinical Teaching
• Agree on the ground rules
Clinical Teaching
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Punctuality
Dress
Respect
Confidentiality
How much time
Clear expectations
Educational Golden Rule:
The teacher should treat the
student as the teacher would
have the student treat the
patient.
Jennifer L. Peel, Ph.D. UTHSCSA
Review Progress
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“Where you were”
“Where you are”
“Where you are going”
“What you need to do to get there”
The Two-fers
• How can you get the most bang for your buck?
The Two-fers
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Mini-CSX
Multiple Core Principles
“This is bedside teaching!”
My teacher spends time with me