Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre.
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Transcript of Clinical Teaching. How hard can it be? Dr Vicky Gunn Learning and Teaching Centre.
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Clinical Teaching. How hard can it be?
Dr Vicky Gunn
Learning and Teaching Centre
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• How hard can it be?
• What attributes, attitudinal qualities make a good clinical teacher?
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Simple answer: just about as hard as it gets:
• Attributes needed:
1. Practical expertise;
2. Concentration to perform clinical requirement;
3. Knowing what you want, in terms of learning, from a given clinical situation;
4. Motivational approaches;
5. Ability to explain difficult concepts;
6. Being interested in the subject;
7. Showing compassion and caring;
8. Recognizing serendipitous opportunities.
Required all at once
And need to be expressed in ways students can ‘receive’ them.
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Then, of course, there’s the patient.
• Clinical teacher must also be clinical supervisor
Tension
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Underneath these attributes:
• Personal conception of roles and responsibilities as a teacher:
• Continuum or opposites?
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Research suggests:
• Those who focus on technical expertise alone as making a ‘good instructor’ receive lower evaluation ratings than those who conceived their roles as integrating technical expertise and interpersonal communication for learning.
Chambers, et al (2004)
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Clinical teaching is an amalgam of:
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Common concerns
• Accurately assessing level of students’ knowledge, skills, attitudes;
• Knowing how much students’ can actually take-in;
• Managing useful questioning (sometimes in stressful situations);
• Knowing the curriculum well-enough to link what happens in clinic to relevant learning outcomes.
• ?
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Emotions, feedback, and learning
• Negative feedback - personality or ability related - may affect self-efficacy and motivation;
• Emotional tone of the feedback is critical.
Students:
“appreciate feedback which is accurate, comprehensive and systematic, and provided in a positive emotional environment.” Fugill (2005)
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Professional congruence characterized by:
• Space for spontaneity • Remaining open or non-defensive – even
when feeling under pressure (difficulty in real-time clinical setting)
• Being consistent – avoiding differences between: - personal values and professional behaviour;
- personal thoughts and what is actually said to students, remaining respectful and reasonably tactful, whilst avoiding hidden messages.
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Common underlying or hidden judgements:
• ‘I’m judging you as a person, not you as a potential professional colleague’;
• ‘I’m in charge and don’t you forget it’; • ‘I don’t give a damn about you’; • ‘I’m superior to you’; • ‘My mind is made up. Nothing you can say
will alter it’.• ‘You’re a [normally a word relating to
gender, age, ethnicity, sexual orientation, disability]…, you shouldn’t be here.’
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Areas for your self-assessment…..
can help you when thinking of:
1. What the students need to learn;
2. Just how complex the situation is
3. How much more you know about a given situation than you realise (meta-knowledge)
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What about the students?
• What attributes, attitudinal qualities make a good learner in a clinical situation?
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Student interaction and behaviour?
• Confidence (lack of) in presence of a patient (self-regulating behaviour)
• Relationship with you, expectations of you?
• ?
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References
• Chambers, D. W., Geissberger, M., Leknius, C. (2004) Association amongst factors thought to be important by instructors in dental education and perceived effectiveness of these instructors by students. European Journal of Dental Education. 8(4):147-15.
• Fugill, M. (2005) Teaching and learning in dental student practice. European Journal of Dental Education, 9: 131-136.