new resident year eg 201011 Revised 61709 Clerkship Title Here Objectives Identify rationale for residents as teachers in clerkships Describe clerkship including format and learning objectives ID: 642312
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New Resident Orientation[new resident year; e.g., “2010-11”]
Revised 6.17.09
Clerkship Title HereSlide2
ObjectivesIdentify rationale for residents as teachers in clerkships
Describe clerkship, including format and learning objectivesDefine student’s roles and responsibilitiesDefine resident’s roles and responsibilitiesSlide3
Rationale for Residents as TeachersTeaching is our professional responsibility
ProfessionalismTeaching can aid our own learningPractice-based learning
Residents have most contact with students
Increased opportunity to observe the students and to be observed by the studentsSlide4
The ClerkshipPersonnel
:Clerkship Director – XX Associate Clerkship Director –XXCoordinator – XX
Administrator - XXSlide5
The ClerkshipFormat
:XX weeksX weeks in-patientX weeks ambulatory
Formal didactic teaching in …XXX…tutorial, house staff conferences, and core curriculum days at NYPH
Evaluation by ….XXX…shelf exam, tutor and you!
Honors, High Pass, Pass, FailSlide6
The Clerkship
Requirements:Examples: Patient logDirect observations
Clinical evaluationSlide7
The Clerkship
Sites and Directors:Slide8
The Clerkship
General Objectives:Act professionally at all times
Participate in patient care as active team member
Demonstrate clinical reasoning skills
Demonstrate critical thinking skills
Demonstrate self-directed learningSlide9
The Clerkship
Learning Objectives:Slide10
The Clerkship
Learning and Teaching Venues:In the clinical setting
In conferences
In core lectures
In tutorial sessionsSlide11
The Clerkship
Where is the student?With youWith the patient
In tutor group
In lecture
At homeSlide12
The StudentRoles
LearnerActive team memberActive participation vs. scutIndependent with close supervisionLiaison between patients and family and teamSlide13
The StudentResponsibilities as Team Member
: Attends all rounds and conferences with the teamResponsible for XXX “own” patientsAssists in care of all patientsSlide14
The ResidentRoles:
TeacherSupervisorEvaluatorRole modelSlide15
The Resident as TeacherCreate a nonthreatening learning environmentSet expectations for performance
Promotes self-directed learning Slide16
The Resident as TeacherTeach at the bedside
DemonstrateObserveProvide feedback
Teach through the day
Think out loud
Include a Teachable Moment
Deliver and assign “mini-lectures”Slide17
The Resident as SupervisorAssign patients and tasks to promote student’s learning and to integrate them into team
Assure adequate supervision of students as they provide patient care, including performing procedures Co-sign notes or write “agree with” notes within 24 hoursCo-sign ordersSlide18
The Resident as SupervisorPhysical exams and procedures
: The student exam does not “count”, you must examine each patient yourselfStudents must be chaperoned when performing pelvic examsStudents may perform procedures for which they have been certified with general supervision, other procedures must be performed with direct supervisionSlide19
The Resident as SupervisorStudents may not accompany monitored patients off the floor
Students may not administer any meds, immunizations, or IVFSlide20
The Resident as SupervisorNotes and Orders:
Student notes contribute valuable informationStudent notes can impact on medical-legal mattersCo-sign all student ordersAlthough students can write orders under your direction, these orders cannot be taken off without your co-signatureSlide21
The Resident as SupervisorYou must read the student note and write your own note
Every student note must be co-signed or have an “agree with (med student name)” note signed by the supervising resident within 24 hoursIf you have a difference of opinion with a clinically significant part of the student note, explain this in your note in a neutral manner.Slide22
The Resident as EvaluatorProvide ongoing, timely feedback
Contribute to summative evaluationTurn in your evaluation forms ASAP!!!Most students “sometimes exceed expectations”
Comments on specific, observed behaviors are essentialSlide23
The Resident as Role ModelYou are a walking, talking text bookHidden curriculum
That which is learned through role modeling, rather than explicit teaching, through acculturation and assimilationCan be more powerful than the “explicit curriculum” of the classroomSlide24
AcknowledgmentsLyuba Konapasek
, MD