Abstract
Being a clinician teacher is exciting and stimulating. Most clinician teachers simply enjoy teaching and value contributing to the development of young professionals. Clinicians also find that teaching keeps their knowledge and skills up to date. Clinical teachers are asked to fulfill a variety of roles. This chapter focuses on specific and effective strategies for enhancing student learning in the clinical setting through inquiry and effective feedback.
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For Further Reading
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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 students and preceptor satisfaction with teaching encounters
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These papers provide evidence for the effectiveness of the SNAPPS model. Compared with students who were not trained to use the SNAPPS model, students 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 students expressed uncertainties, their preceptors responded with teaching aligned to meet the students’ 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 which teacher discloses her expert judgments about a student’s performance while also eliciting and exploring the student’s assumptions about the situation and reasons for acting as he did
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Riddle, J.M. (2014). Teaching Clinical Skills. In: Huggett, K., Jeffries, W. (eds) An Introduction to Medical Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9066-6_7
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DOI: https://doi.org/10.1007/978-94-017-9066-6_7
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