PDF-PATIENT TEACHING AID

Clots Can Trigger a Stroke A blood clot is a cluster of fibrin and blood cells that forms when blood coagulates orthickens A clot that forms in a blood vessel is called a thrombus A detached clot t. Slides 8, 10, 13-18 have content derived from LRNA’s sent to the learner group prior to the session. These should be updated for each session.. On slide 10, the footer “PSFMR 2010” should be replaced by the learner group and year of presentation. bedside. and . not in the classroom.”. Sir William Osler. Crumlish. CM, et al. Quantification of Bedside Teaching by an Academic Hospitalist Group. J Hospital Medicine 2009; 4:304-7.. 82. %. of residents want MORE. Michael E. . Mahla. , MD. Professor of Anesthesiology and Neurosurgery. Assistant . Dean for GME. Lecture Goals. Review the opportunities and challenges of teaching in the acute care setting and how these differ from “traditional” clinical medical teaching.. Knowledge . & . Skills . Competent health care professionals. Change of attitude & behavior. “ Medicine is learnt best at bedside not in the classroom”. “Best teaching is that taught by the patient himself.”. Carolyn Ziebert, MS, RN, PCSN-BC. Carol Klingbeil, DNP, RN, CPNP-PC. Objective. Describe the use of the QSEN competencies to evaluate the impact of a structured teaching intervention for families of pediatric patients going home with a new central venous access device (CVAD). The One Minute Preceptor: Maintaining Efficiency While Teaching Jennifer Hagen, MD, FACP Office of Faculty Development University of Nevada, Reno School of Medicine Learning Objectives A pply the steps of the One Minute Preceptor REGULATORY COMPLIANCE TRAINING Fraud and Abuse HIPAA May 2017 Compliance Training Objectives Define what constitutes Medicare and Medicaid Fraud and Abuse Prevention of Fraud and Abuse Overview of the Federal Fraud and Abuse laws and Michael E. . Mahla. , MD. Professor of Anesthesiology and Neurosurgery. Assistant . Dean for GME. Lecture Goals. Review the opportunities and challenges of teaching in the acute care setting and how these differ from “traditional” clinical medical teaching.. Brent Mothner, MD, FAAP. Assistant Professor of Pediatrics. Pediatric Hospital Medicine. Meghan McClure, MD, FAAP. Assistant Professor of Pediatrics. Pediatric Hospital Medicine. Disclosure. We have no financial disclosures. medical students at UNC. Peadar G Noone, MD FCCP FRCPI . UNC Chapel Hill.. AOE UNC . Chapel Hill. Background. For generations, clinical bedside teaching was the basis of medical school education (think of the weighed down white coat – hammers, ophthalmoscopes, tuning forks . Christopher Driscoll, MD. Special thanks to Reid Evans, PhD . Purpose . Bedside teaching is an essential competent medical education, though its emphasis seems to be declining . The purpose In this lecture we will review skills and strategies that optimize learners and educators experience at the bedside. . Janet Grace, RN, BSN. Saline Memorial Hospital. Objectives. Define teach-back and its purpose. Describe the key elements for using teach-back correctly. Apply in the clinical setting. The Challenge. 40-80% of medical information patients receive is forgotten immediately and nearly ½ of the information retained is wrong. . Serena Brewer, DO. Jeanne Cawse-Lucas, MD. September 13, 2018. Learning Objectives. Utilize a tool for setting goals and expectations: . GLEAM. Describe best practices for the . pre-clinic huddle . for clinical student teaching. the Patient-Centered Medical . Home. F. Daniel Duffy, . MD, MACP. Dean. Oklahoma Health Care Authority Retreat. August 27, 2010. Plan for Presentation. Patient Centered Medical Home. OU School of Community Medicine Vision.