Procedure Logs

C3.5 R2: Complete the UBC Online Clinical Instructor Education Program E-Tips

This was a great course to take early on, as it allowed me to reflect on experiences I’ve had leading up to residency as a learner, reflect on how I like to be treated as a learner, how I have been in a teaching role and how I hope to grow into an effective facilitator/teacher throughout this year. See below for my notes on points made in the modules that were particularly poignant for me.

Module 1/2: Setting the stage & the role learning plays:

  • Think back to when I was a student (all of 1 month ago…):what worked, what did not, what will you do differently this time
  • Setting clear expectations at the beginning allows both you and the student to work towards clear goals. It reduces the incidence of misunderstandings.
  • When the student is involved in setting their own learning objectives they are more likely to be engaged.
  • What prior classroom and clinical learning experience has your student had?
  • What is unique about this student? For example, what life experiences have they had that will influence my approach to teaching?
  • Tips for orientating students:
    • Create a sense of enthusiasm/excitement.
    • Present the broad, overarching goals of the preceptorship. What are the major competencies the student is expected to develop through this experience?
    • Help the student understand their role and responsibilities in your practice, and my roles and responsibilities as a clinician-teacher (and potentially their evaluator)
    • Learn about the student’s learning styles compared to my teaching style and ensure that the activities that ensue match or complement both of our styles.
      • Learning styles are preferences that will surface under stress

Students retain:

  • 10% of what they read
  • 20% of what they hear
  • 30% of what they see
  • 50% of what they see and hear
  • 70% of what they say
  • 90% of what they say and do
    • this was a poignant reminder that I may not benefit from assigning pre-readings, unless I plan to incorporate that into something my learner will say/do or if I teach them something and have them see/hear the correlation between the material they learned in the pre-readings. Otherwise the retention of information compared to the time spent is unprofitable.

Module 3: Enhancing your teaching skills

  • Characteristics of effective clinical educators: welcoming, organized, provide feedback, are aware of learning styles/preferences, enthusiastic, layout expectations, are knowledgeable and are open to learning!
  • Instead of giving away answers to a struggling student try: ask for a commitment from the learner –> probe for underlying reasons for why they didn’t get the right answer –> teach general rules –> provide positive feedback –> correct mistakes.
  • Allow sufficient “wait time” for students to respond: wait at least 3 seconds after asking the question and after the student stops speaking.

Module 4: Fostering clinical reasoning: the active process that guides practice, gives words to what goes on in our mind. By encouraging students to verbalize their thought process, I can discover gaps in their understanding.

  • having completed my clinical orientation week, I have firsthand experience of how valuable the verbalization of a thought process is, to recognize short-falls and foster improvement.

Module 5: Giving feedback

  • Giving feedback is important because it can improve performance and confidence, clarify the preceptor’s expectation, increase morale and develop teamwork
  • Learners need feedback on their learning, early and often

Module 6: The evaluation processFeedback vs. eval

  • Pitfalls of evaluation:
    • Halo effect: tendency to make a global judgement about a student’s performance based on one or two incidence and to continue to perceive all future performance in a similar way.
    • Mum effect: unless the student is going to fail you don’t need to say anything
    • Contrast error: tendency to evaluate the student using yourself as the standard.
    • Leniency bias: avoid giving negative/critical evaluation. Giving too many explanation-qualifying comments
    • Wanting to be “liked” by the student

Module 7/8: Supporting the struggling student & Strategies for resolving conflict

  • Having an approach of not only assessing the student, but yourself as a teacher to ensure if your student is perceived as struggling, why, and have you as a teacher done anything to amplify this perception (e.g. contrast error)
  • 5 steps to managing conflict:
    • Step 1: Establish a positive environment – discuss a mutually agreeable time and location to meet. Express motivation to resolve the difference to future mutual benefit.
    • Step 2: Seek to understand the other person’s point of view – ask open ended questions, and listen attentively to the answers. You can always check your understanding by repeating your interpretation of what they said.
    • Step 3: Seek to clarify and define the issue –: use “I” statements
    • Step 4: Generate alternatives – invite brainstorming, generating options together
    • Step 5: Problem solve – evaluate the options and develop an action plan that both parties can adhere to!
  • Don’t be scared of conflict – it can be a communication tool to get things done, and straighten out misconceptions among the team.

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