Residents’ Teaching SkillsThe editors have collected an impressive array of practical material that will guide any academic medical center in the development of a more focused approach to "teaching the teachers." From learning theory and program development to teaching performance evaluation and specialty-specific materials, Residents' Teaching Skills covers all the bases. I commend this volume to the attention of medical educators everywhere, and residency program directors in particular." This book provides practical guidance to plan, organize, and run a teaching skills program for medical residents. Readers will find that Part Two offers exact materials for course use, including modules for use with pediatric residents, teaching clinical procedures, works rounds, and role play, plus evaluation forms that can be used as written or customized to fit a particular program. |
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Contents
Our Physician Forebear Sir William Osier as Teacher to Emulate | 3 |
Social Learning Theory and the Development of Clinical Performance | 18 |
Clinical Teaching Techniques for Residents | 38 |
Observing Developing and Reflecting on Residents Teaching Strategies | 66 |
Planning and Implementing a TeachingSkills Improvement Program for Residents | 81 |
Residents as Teachers Evaluating Programs and Performance | 100 |
Interpretation and Projections | 115 |
Materials for TeachingSkills Programs | 127 |
Sexual Harassment and Gender Discrimination | 180 |
Annotated Bibliography | 181 |
Teaching Materials for Pediatric Residents Three Modules | 187 |
The StudentTeacher Relationship | 189 |
Goals | 190 |
Facilitator Guide | 191 |
Listening in the RelationshipAn Exercise | 193 |
Characteristics of an Effective StudentTeacher Relationship | 194 |
The Role of the Senior Resident Team Manager Leader and Teacher | 129 |
Introduction | 130 |
Course Description | 131 |
Development of a Resident TeachingSkills Course | 132 |
Teaching Course manual for Residents | 133 |
Fundamentals of Management | 134 |
Supervising Patient Care | 137 |
Team Problems | 141 |
Attending Interactions | 143 |
Negotiation Skills | 146 |
Work Rounds With the Attending | 149 |
Resident as Teacher | 150 |
Resident Has a Key Role as Teacher | 151 |
Microskills of Teaching | 154 |
Microskills Demonstration Case | 161 |
Microskills Practice Cases | 162 |
Feedback and Evaluation | 163 |
Feedback | 164 |
Evaluation | 168 |
Criteria for Grading | 170 |
Problem Behaviors in Residents | 171 |
Strategies to Reduce Residency Stress | 175 |
Substance Abuse | 176 |
Impaired Physicians | 177 |
Warning Signs of Impairment | 178 |
Getting Help | 179 |
Alternative Exercise | 195 |
References | 197 |
Teaching in Small Groups | 198 |
Facilitator Guide | 199 |
Agenda for the Exercise | 200 |
Stages of Group Process and Dynamics | 202 |
Group ProcessEffective Group Member Behaviors | 204 |
Group Process Behavior Analysis | 205 |
Teaching Tips for a Case Discussion | 206 |
References | 208 |
Giving and Receiving Feedback | 210 |
Facilitator Guide | 211 |
1 Feedback as transparency | 213 |
2 Evaluation as transparency | 214 |
Reflective Exercise | 215 |
Characteristics of Constructive Feedback | 216 |
Youve got Something to Say | 217 |
Tips on Planning Individual Feedback Sessions | 220 |
References | 221 |
TeachingSkills Modules | 222 |
Introduction to Teaching Clinical Procedures | 223 |
What do you do on Work Rounds? | 227 |
1 Teaching with a Patient | 230 |
Forms for Evaluation of Resident TeachingSkills Programs and Resident Performance | 235 |
247 | |