UIUC College of Medicine: Teaching Curriculum

Developing a Strategy for Teaching Medical Students Effectively

Jennie Hsu-Lumetta, M.D.

““He teaches best who He teaches best who

shows his students not shows his students not

what to think, but how to what to think, but how to

think…”think…”Alan GreggAlan Gregg

Mission (not Mission (not

impossible!):impossible!):

Become the best Become the best

educator you can beeducator you can be

ACGME General Competency:ACGME General Competency:

Practice Based Learning and Improvement:

•Facilitate the learning of students and other health care professionals

Teaching Skills TopicsTeaching Skills Topics1. Orienting a Learner2. The Five Microskills3. Setting Goals4. Independent Learning5. Feedback6. Evaluation7. Managing Learners at Different Levels8. Bedside Teaching9. Lecturing10. The Problem Learner11. Teaching with the Literature12. Teaching with Time Constraints

So you have a medical student …So you have a medical student …

What do you do next?

““not so much what to not so much what to

teach, but how to teach…”teach, but how to teach…”

Sir Sir

William Osler, 1899William Osler, 1899

Assess

Teach

Reflect Plan

Setting Goals for Learners:

Developing An Educational Plan for Medical Students

Jennie Hsu-Lumetta, M.D.

Strategy for Setting Learning GoalsStrategy for Setting Learning GoalsFive considerations in setting reasonable and achievable goals:

1. Experience

2. Identification

3. Strategies

4. Time Lines

5. Review

Prior ExperiencePrior Experiencea. Education (coursework; research)

b. Professional

c. Previous medical experience

d. Previous clerkships

e. Experience/comfort with medical procedures

Some prompts:

Page 12 of clerkship manual: list of proceduresProcedure Log Book (optional activity)

Short term (e.g.: this rotation)

Long term (e.g.: entire Medicine I course)

Identify Appropriate GoalsIdentify Appropriate Goals

• Define goals as learner behaviors• Prioritize goals• Re-establish goals (over time)

Establishment of GoalsEstablishment of Goals

• Knowledge• Skills• Attitude

Establishment of Goals – DomainsEstablishment of Goals – Domains

•State goals clearly and concisely•State goals as learner behaviors•State relevance of goals to learners•State expected level of competence•Repeat goals periodically

Expression of GoalsExpression of Goals

• Check out learner acceptance of

teacher’s goals• Ask learners for their goals• Agree on goals

Negotiation of GoalsNegotiation of Goals

•Seeing patients (best!)•Reading list in their clerkship manual•Answer questions relating to different systems in their

clerkship manual•Supplemental readings you provide or suggest•Attend core lectures•Attend noon conferences•Participate in Teaching Attending Rounds•Discuss patients, findings, readings or conferences with

your student

Strategies to Help Students Meet Their GoalsStrategies to Help Students Meet Their Goals

Realistic

Written

Involve accountability

Set Time LinesSet Time Lines

Provide feedback on progress

Identify potential barriers

Adjust the plan as needed

Review the PlanReview the Plan

Initiate the conversation about learning goals

Help student make a plan that make sense

Make the student be accountable for the goals

he or she has set

Give feedback on reaching the goals

Have student adjust goals as needed

Your Job as TeacherYour Job as Teacher

Give responsibility to build student’s confidence

Be patient

Speak clearly at an appropriate level and pace

Write down information

Teach key concepts

Repeat as needed

Teaching TechniquesTeaching Techniques

1. Get a commitment1. Get a commitment

2. Probe for supporting evidence2. Probe for supporting evidence

3. Teach General Rules3. Teach General Rules

4. Reinforce what was right4. Reinforce what was right

5. Correct Mistakes5. Correct Mistakes

The Microskills ModelThe Microskills Model

5 Microskills of Teaching5 Microskills of Teaching

Call on= Commitment (Ask, “What do you think is going on?”)

Sunday= Supporting evidence (Ask, “How did you arrive at that conclusion?”)

Generates= General rules (Teach general principles)

Rounds on= Right (Commend what the student did right, give feedback)

Monday= Mistakes (Correct mistakes)

The Student’s RoleThe Student’s Role

Become a Self-Directed Learner

Taking responsibility for his/her own learning

1. Electronic version of Medicine I Student Manual: http://www.med.uiuc.edu/m34/clerkships/internalmed/manual02-03/index.htm

2. Goal-Setting Resources: http://www.med.uiuc.edu/residency/internalMed/posters/Personal.pdf

Program ResourcesProgram Resources

You are the senior resident on the medicine service at the beginning of the rotation.

You have (choose 1):

1) 3rd year medical student

2) 4th year medical student

3) Intern

Establish, Express and Negotiate some Learning Goals based on Knowledge, Skills, and/or Attitudes

Case