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teaching styles ho & ln

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The Intentional Teacher    Angkor H ospital for Chil dren Faculty Development Course TeachingStyles AnIntroductiontoSituationalTeaching Dothesesituationsseemfamiliar? Youhavebeentreatingpneumoniaformanyyears,andovertheseyearshavelearnedhowto manageverycomplicatedpatientswell.Youfeelcompetentandenjoyyourwork.Avolunteer comesandtellsyoupreciselyhowyoushouldmanageasimplecase,detailafterdetail.You somehowfeelfrustrated... Anewjuniordoctorjoinsyourteam.Heisrequiredtoperformsimpletasksbutkeepsgetting thingswrong.Youfeelyoudon’thaveunlimitedtimetospendmanagingeverysmalltaskonyour teamandyoufeelupsetthathecan’tperformsimplejobs.Hefeelsinadequateandunmotivated. Whatdoyouthinktheissueorproblemis?Howcouldthingshavebeenhandleddifferently? TeachingActions–DirectiveandSupportiveBehavior Directiveactions: Theteachermakesthedecisiononhowthingswillbedone • Givesthejuniordoctoraspecifictreatmentplantocarryout • Makesclearwhichjuniorsaretoseewhichpatients • Showsajuniordoctorhowtoperformaspecificskill • Setsatimetableforworktobecompleted Supportiveactions: Theleadergivesthefolloweropportunitytomaketheirown decisions • Asksforadifferentialdiagnosis • Pointsoutwhichlaboratoryfindingsareabnormal • Praisesthejuniordoctor’saccomplishments • Reviewspossibleresourcesforclinicaldecisionmaking Determinewhichcasesbelowde monstratemoredirectiveactionsand whicharesupportiveinnature. CaseStudy1 SareemetwithBunlytoreviewthepatientwithdiabeticketoacidosisintheICU.Sheexplainedthe importanceofmonitoringelectrolytesasthepatientwasrehydratedandaskedBunlytonotifyher specificallyofthepatient’spotassiumleveleverytwohours.Bunlysaidhewoulddoit. CaseStudy2 OnherwayoutoftheICU,SareesawthatSreiNeangwashavingproblemsstartinganIVonasmall, dehydratedinfant.Shewasnervousandlackedconfidence.Sareeaskedoneofthemoreexperienced nursestocomeandhelpSreiNeang.

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