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How to Teach in Clinical Settings is a practical manual to support all doctors wishing to develop their skills in clinical teaching and supervision. It provides hands on strategies to address common problems such as giving negative feedback and teaching mixed-level groups. It gives guidance on the particular challenges of teaching in clinical settings such as the need to juggle teaching with service provision, to engage patients, maintain confidentiality, and to judge the balance of support and independence appropriate for each trainee.How to Teach in Clinical Settings is an invaluable guide for all doctors involved in teaching and training at any stage of their career. It is also useful and accessible to medical students who increasingly need to consider and develop their own teaching skills as part of their career progression.
INTRODUCTION
1.CREATING AN EFFECTIVE LEARNING ENVIRONMENT
Creating an effective learning climate
Design of clinical placements
Continuity between learners, teachers and patients
Teaching and Learning Resources
The teaching climate
Involving patients in teaching
General principles
Involving other disciplines in teaching
Learning/Teaching Opportunities
Some principles of effective clinical teaching
Useful strategies for clinical teaching
Five tips for clinical teaching which don’t take time or money
2. TEACHING IN CLINICAL CONTEXTS
Teaching on Ward Rounds
Useful strategies
The psychiatric ward round
Handover meetings, board rounds and bench rounds
Bedside Teaching
Preparation
Structure for bedside teaching
Feedback at the bedside
Useful Strategies
Teaching in Clinics
General Principles
Useful Strategies i. With trainees in parallel clinics
Useful Strategies ii. Where students or trainees are supernumerary
Teaching in the Accident & Emergency department
Teaching the interpretation of images/specimens
Teaching in Theatre
Teaching Practical Skills
On-call/remote teaching
Teaching patients
Teaching other disciplines
Issues to consider
Strategies
3. WORKPLACE-BASED ASSESSMENT AND FEEDBACK
The workplace-based assessments/supervised learning events
Using the tools effectively
Case-based Discussion (CbD)
The Mini-Clinical Evaluation Exercise (Mini-ACE in psychiatry)
Directly Observed Procedural Skills (DOPS)
Multi-source Feedback (MSF)
Teaching Assessment Tools
Giving Feedback
Giving Negative Feedback
Useful strategies for giving feedback
Structures for giving feedback
Pendleton’s Rules
Sandwich Model
Other options
4.COMMON PROBLEMS IN CLINICAL TEACHING
Balancing teaching and service demands
Pitching teaching at the right level
Dealing with complaints and clinical incidents
Ad hoc teaching
Teaching people at different levels together
Teaching older or more experienced colleagues
Engaging the quiet or reluctant learner
The difficult consultation
Teaching multiple students
Teaching trainees with no interest in your specialty
5.NEXT STEPS
Developing as a Teacher
Evaluating your teaching
Useful Resources
Glossary of Assessment Tools
INDEX
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
