“residents as teachers (rat)” opening exercise
DESCRIPTION
“Residents as Teachers (RAT)” Opening Exercise. On the cards provided, please write down 2-3 characteristics of:. Good Challenging Learners Learners on the Green Card on the Blue Card. An Orientation to “Residents as Teachers (RAT)”. Jeffrey Devries, MD, MPH - PowerPoint PPT PresentationTRANSCRIPT
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“Residents as Teachers (RAT)”Opening Exercise
On the cards provided,
please write down 2-3 characteristics of:
Good Challenging Learners Learnerson the Green Card on the Blue Card
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An Orientation to
“Residents as Teachers (RAT)”
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RAT Key Personnel
Jeffrey Devries, MD, MPHAssociate Dean & Director, Graduate Medical Education
Course Director
Kathy Schlecht, DODept. of Anesthesiology
Course Co-Director
Linda Gillum, PhDAssociate Dean, Academic & Faculty Affairs
Course Executive Sponsor
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RAT Key Personnel
Ann Voorheis-Sargent, PhD, LPCAssoc. Director, Center for Excellence in Med. Educ. (CEME)
Course Facilitator
Michaelle (Mickey) BieleckiCenter for Excellence in Medical Education (CEME)
Course Co-Facilitator
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Getting to Know Our
“Residents as Teachers”
Participants
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“Residents as Teachers” ProgramEducational Goals & Objectives
Goal
Provide and enhance the teaching skills of participants
Objectives
1.Utilize adult learning theory to guide instruction
2.Provide excellent instruction in a variety of medical settings, including the inpatient service, clinic, OR, and classroom
3.Provide effective, timely, and actionable feedback
4.Seek & incorporate feedback to improve your own learning
5.Utilize teaching skills to enhance your own lifelong learning
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Tonight’s Goals & Objectives
Goal
Provide an overview of the RAT course & adult learning
Objectives
1.Describe the structure & requirements of the RAT curriculum
2.Appreciate how the Stanford University Faculty Development curriculum will be integrated into the RAT course
3.Understand the basics of adult learning as it applies to medical education
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Curriculum Component #1:
Stanford Clinical Teaching Curriculum• 7 biweekly, small-group, interactive, 2-hour sessions
• Maintain the same small group throughout the 14 weeks
• Topics:
1. Learning Climate
2. Control of Session
3. Communicating Goals
4. Feedback
5. Evaluation
6. Promotion of Understanding & Retention
7. Promotion of Self-Directed Learning
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Stanford-TrainedBeaumont Faculty
• Dr. Michael Barnes Internal Medicine
• Dr. Francisco Dávila Internal Medicine
• Dr. Aimee Espinosa Internal Medicine
• Dr. Nick Maddens Internal Medicine
• Dr. Ovidiu Niculescu Internal Medicine
• Dr. Kathy Schlecht Anesthesiology
• Dr. Robert Starr Obstetrics / Gynecology
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Curriculum Component #2:
Large-Group Plenary Sessions
• Today’s Orientation + 5 monthly large-group sessions (January – May)
• Topics:
• Teaching Clinical Reasoning
• Preparing Effective Didactic Sessions
• Intimidation in Teaching
• Overcoming Common Mistakes in Teaching
• Developing an Academic Career
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Attendance Criteria to Earn Certificate of
Advanced Training in Medical Education
Stanford Small-Group Sessions• Attend all 7 sessions• Can make-up 1-2 sessions, if needed, by:
• Attending a different group’s session that week• Attending a make-up session in December
Large-Group Plenary Sessions• Attend today’s Orientation & all 5 sessions• Can make-up 1-2 sessions, if needed, by:
• Reviewing videotapes, available on-line
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Characteristics of
Good & Bad Teaching
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Adult Learning: Androgogy
• Previous Experiences
• Motivation Engagement
• Immediate Applicability
• Active Learning
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A Model for Education
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A Model for EducationGPS
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Identifying the Destination• Review the Goals & Objectives
Determining Where We Are Now• Learner Self-Assessment• Faculty Assessment• 360° Assessment
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Assessing Needsof Individual Learners
• Based on Goals & Objectives
• Ask students what they already know
• Verify knowledge through Q&A
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Promote Active Learning !
Try to adopt the habit of
reading the same day
that you see things.
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Promote Active Learning !
After presenting H&P & lab results,
never ask:
“So, what would you like me to do?”
Instead:
“This is what I propose as the
differential diagnosis & plan…”
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Promote Active Learning !
However, in difficult situations,
don’t try to “tough it out” alone
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Promote a Balance BetweenActive Learning (“Expensive”)
vs. Passive Learning (“Cheap”)
• Pay attention to your teammates’ presentations of their patients
• Examine interesting physical findings of other patients you hear about
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Identify a Mentor
Could be…
…Program Director
…Department Chair
…Department Faculty Member
…Faculty From Another Dept.
…RAT Small-Group Facilitator
…Task-Specific (e.g. Research)
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Questions ?
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