Teaching Resources

Get a commitment from learner

• “What do you think is going on?”   “Do you think they are ready to quit smoking?”
• Provide assessment of learner’s knowledge/skill
• Teach interpretation of data

Probe for supporting evidence

• “What led you to this conclusion?”
• Reveals learner’s thought process and identifies knowledge gaps

Teach general rules

• “When you see this, always consider…”
• Offer “pearls” which can be easily remembered

Reinforce what was done well

• Offer positive reinforcement
• “You did a nice job with…”

 Correct errors

• “Next time, try or consider…”
• Comment on omissions and misunderstandings to correct errors in judgment or action

This is a great method to teach physical exam maneuvers:

From A Simple Five-Step Method for Teaching Clinical Skills (Family Medicine 2001, 33:577-8), John H. George, PhD and Frank X. Doto, MS, suggest taking the following steps:

• Provide an overview of the need for the skill and how it is used in patient care.
• Demonstrate exactly how the skill is performed without commentary.
• Repeat the procedure, but describe each step.
• Have student “talk through the skill” by detailing each step.
• Observe and provide feedback to the student as he performs the skill.

One of the most important aspects of training is to expose students to as many different patients and clinical conditions as possible. More than anyone, students depend on you to help them see patients.

The more positive you are with the patient, the more positive the experience will be for both the patient and students.  We suggest using standard instructions with each of your patients, such as the following:

• “Dr. ____ has a doctor in training, (student name), working with him/her as part of his/her team today.  She/he has asked the student to see you first, and will join you shortly afterwards.
  
  
• “Dr. _____ has requested the student doctor, (student name), meet with you first and then he/she will join you.”
  
  
• [The following can be used if the student’s photo is placed in the waiting area] “Did you see the photo of our Emory student doctor, (student name), in the waiting room?  She/he is going to see you first, but Dr. _____ will join you afterwards.” More Resources