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Teaching Clinical Skills

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An Introduction to Medical Teaching

Part of the book series: Innovation and Change in Professional Education ((ICPE,volume 20))

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Abstract

Being a clinician teacher is stimulating and fulfilling. Most clinician teachers enjoy teaching and value contributing to the development of young professionals. Clinicians also find that teaching keeps their knowledge and skills up to date. In this chapter, we explore each of the key phases of clinical teaching: planning for teaching, teaching during the clinical encounter, and reflecting on the clinical experience. We focus on specific and effective strategies for enhancing learning in the clinical setting through inquiry and feedback.

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  • These papers provide evidence for the effectiveness of the one-minute preceptor model presented in this chapter. In the first two papers listed above, preceptors viewed video-recordings of encounters in which the one-minute preceptor model was being used. Preceptors observing the videos rated the encounters as more effective than those in which the one-minute preceptor model was not used. Observers noted that teaching points using the one-minute preceptor model included a broader differential diagnosis, more discussion of the natural presentation of disease and of further diagnostic evaluation. Salerno and colleagues reported that participation in one-minute preceptor workshops increased the quality of feedback provided to learners and preceptor satisfaction with teaching encounters.

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  • These papers provide evidence for the effectiveness of the SNAPPS model. Compared with learners who were not trained to use the SNAPPS model, learners who were trained to use SNAPPS provided more concise case summaries, included more diagnoses in their differentials, provided better justifications for their differential diagnoses, and asked more questions or expressed more uncertainties – all without significantly increasing case presentation time. When learners expressed uncertainties, their preceptors responded with teaching aligned to meet the learners’ learning needs.

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  • Rudolph and colleagues describe the “advocacy-inquiry” model of debriefing. In this model of reflective practice, debriefing is a conversation in which the teacher discloses her expert judgments about a learner’s performance while also eliciting and exploring the learner’s assumptions about the situation and reasons for acting as he did.

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  • Watling suggests that efforts to understand the impact of feedback have historically focused on the feedback provider, yet it is the learner culture as well as a learner’s perceptions of feedback that are key elements to determining whether feedback will be effective. Watling argues that, in addition to training teachers in delivering feedback and training learners in seeking out and in receiving feedback, a transition to a “coaching culture” is necessary for producing meaningful change in performance or behavior.

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Author information

Authors and Affiliations

  1. Chicago, USA

    Janet M. Riddle

  2. University of Illinois Chicago College of Dentistry, Chicago, IL, USA

    Alison F. Doubleday

Authors
  1. Janet M. Riddle
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  2. Alison F. Doubleday
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Correspondence to Alison F. Doubleday .

Editor information

Editors and Affiliations

  1. Larner College of Medicine, University of Vermont, Burlington, VT, USA

    Kathryn N. Huggett

  2. Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC, USA

    Kelly M. Quesnelle

  3. School of Medicine, Geisinger Commonwealth, Scranton, PA, USA

    William B. Jeffries

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Riddle, J.M., Doubleday, A.F. (2022). Teaching Clinical Skills. In: Huggett, K.N., Quesnelle, K.M., Jeffries, W.B. (eds) An Introduction to Medical Teaching. Innovation and Change in Professional Education, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-030-85524-6_11

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  • DOI: https://doi.org/10.1007/978-3-030-85524-6_11

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-85523-9

  • Online ISBN: 978-3-030-85524-6

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