Scribd
Upload
10 views18 pages

KKLP - Clincial Teaching

Uploaded by

refika salsabila
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
10 views18 pages

KKLP - Clincial Teaching

Uploaded by

refika salsabila
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 18

KKLP: Clinical Teaching

dr Clarissa Lister MSc


What is your role as a clinical teacher?
Role model
• Someone whose behavior or
example can be looked up to or
emulated (imitated)
• How?
• Teach (we will look at tools)
• Lead by example
• What?
• Clinical knowledge, skills,
attributes
• Professionalism (teamwork,
accountability, reliability,
excellence, integrity)
• Communication
Outline
Teaching tools (SNAPPS / One minute preceptor / WWW-DOC)
Assessment overview (DOPS, CBD, Mini-CEX, OSLER, Multisource
feedback)
Constructive Feedback (set go model / pendleton’s model/ sandwich
model, etc)

Others
• Balint group discussion
• Addition to module book
Teaching tools
Please read: 10 – 15 minutes

Focus on
• What / differences / content
• When to use
• Which will you master and use this week?
Practice
• A 67-year-old woman came today complaining of fever, cough and shortness of breath.
• 30-pack year smoking history, has Hx of mild COPD
• Began getting sick about two days ago with what she thought was a cold but by yesterday
she had more chest congestion and a temperature of 38’C.
• Yesterday her cough was productive of whitish sputum but by this AM it had become yellow
to tan with streaks of blood.
• She noted chills this AM and her temp was 38’C and she called to come in. She has noted
some increase in her wheezing but denies chest pain, except when she coughs.
• “She is on Capoten and HCTZ for high blood pressure, and uses an albuterol inhaler and has
been using this about every two hours since last evening. She has no allergies, got a flu shot
this year and had the Pneumovax 2 years ago.
• “On physical examination she is working hard at breathing with wheezes heard without a
stethoscope. HEENT is basically normal but her lung exam reveals diffuse wheezes
expiratory wheezes and decreased breath sounds in the area of the right middle lobe..."
Outline
Teaching tools (SNAPPS / One minute preceptor / WWW-DOC)
Assessment overview (DOPS, CBD, Mini-CEX, OSLER, Multisource
feedback)
Constructive Feedback (set go model / pendleton’s model/ sandwich
model, etc)

Others
• Balint group discussion
• Addition to module book
Assessments
• Tests different levels of competency
• Importance: know progress (where at, where to go)
• Clinical:
• Mostly direct observation
• Mostly multiple observations
• Consider:
• Reliability (reproducible)
• Validity (measure what it intends)
• Feasibility (practical)
• Cost of assessment (time and money)
• Acceptability
• Educational impact
Objective structured long examination record (OSLER) Direct observation of history taking, examination, behavior,
communication skills etc
Outline
Teaching tools (SNAPPS / One minute preceptor / WWW-DOC)
Assessment overview (DOPS, CBD, Mini-CEX, OSLER, Multisource
feedback)
Constructive Feedback (set go model / pendleton’s model/ sandwich
model, etc)

Others
• Balint group discussion
• Addition to module book
Good feedback
• Purpose: bridge gap between observed
performance and desired performance
(to improve performance)
• Content
• Strengths
• Recommendations for improvement
• Characteristics
• Honest
• Specific, concise, and descriptive
• Focus on behavior, not personality
• Planned: timing, environment, place (timely,
undisrupted)
• Tools: Set-go method, Pendleton method
etc
Case-study
dr. C, a consultant physician, has decided to give feedback to dr. T, a first year
PPDS. Two days ago on a ward round dr. T had presented a case.

dr. C sees dr. T in a busy corridor calls him over and tells him that he has a
few things to tell him about his performance on the ward round. Before
doing that, he advises dr.T that he is far too shy and quiet in his personality
and that these traits will not help him in his medical career. He then
proceeds to tell him that he made a number of mistakes in the presentation
of the case and then lists them.

Looking over dr. T’s shoulder, dr. C sees a colleague and, breaking off his
conversation with dr. T, he briefly engages his colleague in casual
conversation. Returning to dr. T, he repeats the list of weaknesses in dr. T’s
performance. He finishes the conversation with dr. T by telling him to do
something about all of this.
Case-study
dr. C, a consultant physician, has decided to give feedback to dr. T, a first year
PPDS. Two days ago on a ward round dr. T had presented a case.

dr. C sees dr. T in a busy corridor calls him over and tells him that he has a
few things to tell him about his performance on the ward round. Before
doing that, he advises dr.T that he is far too shy and quiet in his personality
and that these traits will not help him in his medical career. He then
proceeds to tell him that he made a number of mistakes in the presentation
of the case and then lists them.

Looking over dr. T’s shoulder, dr. C sees a colleague and, breaking off his
conversation with dr. T, he briefly engages his colleague in casual
conversation. Returning to dr. T, he repeats the list of weaknesses in dr. T’s
performance. He finishes the conversation with dr. T by telling him to do
something about all of this.
Outline
Teaching tools (SNAPPS / One minute preceptor / WWW-DOC)
Assessment overview (DOPS, CBD, Mini-CEX, OSLER, Multisource
feedback)
Constructive Feedback (set go model / pendleton’s model/ sandwich
model, etc)

Others
• Balint group discussion
• Addition to module book
Balint group
• What?
• regular meeting among family physicians, with a trained facilitator or leader
• allow discussion of any topic that occupies a physician’s mind outside of his or
her usual clinical encounters
• https://www.youtube.com/watch?v=IqjXdPwDxgU

Further resources:
• https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3303639/
• https://www.youtube.com/watch?v=IqjXdPwDxgU

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy