clinical teaching. how hard can it be? dr vicky gunn learning and teaching centre

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Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

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Page 1: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Clinical Teaching. How hard can it be?

Dr Vicky Gunn

Learning and Teaching Centre

Page 2: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

• How hard can it be?

• What attributes, attitudinal qualities make a good clinical teacher?

Page 3: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Simple answer: just about as hard as it gets:

• Attributes needed:

1. Practical expertise;

2. Concentration to perform clinical requirement;

3. Knowing what you want, in terms of learning, from a given clinical situation;

4. Motivational approaches;

5. Ability to explain difficult concepts;

6. Being interested in the subject;

7. Showing compassion and caring;

8. Recognizing serendipitous opportunities.

Required all at once

And need to be expressed in ways students can ‘receive’ them.

Page 4: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Then, of course, there’s the patient.

• Clinical teacher must also be clinical supervisor

Tension

Page 5: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Underneath these attributes:

• Personal conception of roles and responsibilities as a teacher:

• Continuum or opposites?

Page 6: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Research suggests:

• Those who focus on technical expertise alone as making a ‘good instructor’ receive lower evaluation ratings than those who conceived their roles as integrating technical expertise and interpersonal communication for learning.

Chambers, et al (2004)

Page 7: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Clinical teaching is an amalgam of:

Page 8: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Common concerns

• Accurately assessing level of students’ knowledge, skills, attitudes;

• Knowing how much students’ can actually take-in;

• Managing useful questioning (sometimes in stressful situations);

• Knowing the curriculum well-enough to link what happens in clinic to relevant learning outcomes.

• ?

Page 9: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Emotions, feedback, and learning

• Negative feedback - personality or ability related - may affect self-efficacy and motivation;

• Emotional tone of the feedback is critical.

Students:

“appreciate feedback which is accurate, comprehensive and systematic, and provided in a positive emotional environment.” Fugill (2005)

Page 10: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Professional congruence characterized by:

• Space for spontaneity • Remaining open or non-defensive – even

when feeling under pressure (difficulty in real-time clinical setting)

• Being consistent – avoiding differences between: - personal values and professional behaviour;

- personal thoughts and what is actually said to students, remaining respectful and reasonably tactful, whilst avoiding hidden messages.

Page 11: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Common underlying or hidden judgements:

• ‘I’m judging you as a person, not you as a potential professional colleague’;

• ‘I’m in charge and don’t you forget it’; • ‘I don’t give a damn about you’; • ‘I’m superior to you’; • ‘My mind is made up. Nothing you can say

will alter it’.• ‘You’re a [normally a word relating to

gender, age, ethnicity, sexual orientation, disability]…, you shouldn’t be here.’

Page 12: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Areas for your self-assessment…..

can help you when thinking of:

1. What the students need to learn;

2. Just how complex the situation is

3. How much more you know about a given situation than you realise (meta-knowledge)

Page 13: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

What about the students?

• What attributes, attitudinal qualities make a good learner in a clinical situation?

Page 14: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

Student interaction and behaviour?

• Confidence (lack of) in presence of a patient (self-regulating behaviour)

• Relationship with you, expectations of you?

• ?

Page 15: Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre

References

• Chambers, D. W., Geissberger, M., Leknius, C. (2004) Association amongst factors thought to be important by instructors in dental education and perceived effectiveness of these instructors by students. European Journal of Dental Education. 8(4):147-15.

• Fugill, M. (2005) Teaching and learning in dental student practice. European Journal of Dental Education, 9: 131-136.