Assessing Clinical Performance

Clinical Performance, really any performance, can be assessed using a number of methods. The choice of methods really depends on the level of the learner and your expectations.  In most cases, we expect the naïve learner to "know about", while the advanced learner should be "able to do" in practice.  Being clear about expectations can be your "best friend" when setting up a system for clinical assessment.  BLOG AWAY... I look forward to reading your reflections on the session.

Strategies for Interactive Teaching

If we want individuals to learn, they must be engaged in the process.  Learning can occur with us serving as a guide, or without us as students review their readings, notes and try to make sense of the material and experience alone or with others. Of course we hope it is both!! I personally like being part of the process. 

Teaching should be purposeful; that is, teachers should have a learning goal (general principles) in mind.  Teaching in groups can be challenging, as your "audience" might be composed of learners at different knowledge levels and experience.  Please take a few minutes to comment on your reading, class discussion or experience with teaching in groups.   CT

Raising the Bar for Clinical Teaching

Today we observed a committed physician educator share his insights about what it means to be "present" as a clinical teacher.  I'm not sure what you will remember from the required readings and the PP slides and practice opportunities, but what is reinforced for me each year when I work with Bud on this session is that it is possible to be both a dedicated practitioner and an effective teacher.  Is time a factor.. of course.  Is context a factor... of course.  What I loved hearing was the different ways proposed for modifying what you heard from Bud into your own setting.  The principles supporting  "teach general rules", asking "high yield questions" and "reflection on action", are universal.  They don't just pertain to teaching in a General Internal Medicine outpatient setting, or even clinical teaching. 

This session, I suspect, was a more difficult session for our non-clinical masters students.  I hope the cases helped, but I can imagine you had to work harder at extrapolating principles and tips to your own setting.  Comments on the readings, presentation or your own wonderful inspired thinking are welcome.

Using Narrative Assessment Methods to Give Feedback

I spoke with Dr. Pien and she mentioned a couple areas of narrative feedback about which there was much discussion.  See below for possible stimuli for discussion:

• "Another feature about written assessments that the class talked about was the fact that narrative assessment is a permanent record, hence the difficulty and reluctance with providing modifying feedback and why most written feedback is focused on strengths, even if the assessment is formative".
• "The faculty mentioned the need to balance the narrative assessment with face-to-face dialogue with trainees especially with regards to areas for improvement".

Use these as a springboard for discussion or choose another issue

Education Needs Assessment

DON'T BE A "LONE RANGER" could also be an appropriate title for this Post.  As you may have noticed from listening and interacting today with your colleagues, content expertise was never questioned in the Needs Assessment presentation.  You might think that it should be, but most of the time folks that are asked to develop an instructional unit have content expertise.  The problem arises when their expertise is not congruent with the audience needs and goals.... hence NEEDS ASSESSMENT.  Lots of other potential obstacles can be addressed early through just talking and listening to others.  Remember.. A new curriculum is not the answer to every problem.  Your Thoughts?

Competency-Based Education Systems

I wish I could have been there, but I read the evaluations and it sounds like most of you enjoyed the topic and the exercises.  For many of you who were educated in a traditional norm-based, knowledge-centered educational systems, CBE may seem very different and perhaps an unnecessary change in focus.  For example you might ask "What is so wrong with knowing a lot".  The fathers  (and mothers) of CBE would answer that question..."Nothing, as long as you are able to use that knowledge to solve a problem, help a patient, communicate better, etc.  What do you think about the rise of CBE in medical and health science education?

DESIGNING INSTRUCTION

Well, Here we go again. 

Last Semester, a few of you voiced the opinion that my opening post with a specific question limited  options for online discussion.  In response, I will try to write an opening post that brings up several issues that are on my mind, but will not expect that any of you will respond directly to those issues unless they are of interest to you as well. 

Today we had the second section of the "Instructional Design" mini-retreat.  Both Lily and I made small adjustments that gave our learners more time in the exercises that we prepared.  That seemed to work well and the evaluations were very positive.  When I think about how I plan instruction, I find that the theories I draw upon are now leaning more toward constructivism.  I still give some information, but now spend more time planning exercises that allow the learner to consult others in the group as they form their own opinions and apply the new understanding to problems. Of course I am always their to consult and clarify.  I don't think I ever will change my direction completely, but a good pre-reading with questions and purposeful discussion and exercises seem to give better results for my area of expertise.  Now is medicine different; as Lily pointed out in her discussion of Cognitive Load, the sheer density of the information shared in the medical lectures that I have heard makes one think that the lecture with high intrinsic load and low germaine and extraneous load makes sense......or does it?