Clinical Training and COACH’ing Model Which factors may adversly effect clinical teaching?
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Transcript of Clinical Training and COACH’ing Model Which factors may adversly effect clinical teaching?
Clinical Training and
COACH’ing Model
Which factors may adversly effect clinical teaching?
The method used to overcome these potential problems is called COACHING
OBJECTİVES
• At the en of this session, the participants should be able to;– Describe the difference of skills training,– Explain the (coach) model,– List principles of feedback– Explain the features of an effective coach.
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BASICS OF MEDICAL EDUCATION
COGNITIVE KnowledgeAttitude
APPLICATION Communication (Skills) Motor (hand)
Intellectual (decision)
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APPLICATION PROCESS / CLINICAL SKILLS1. Communication• History History taking• Counseling/Patient education Family planning2. Motor• Physical exam Abdominal exam• Diagnostic tests Peripheral smear• Interventions IV injections3. Intellectual• Interpretation of tests ECG interpretation• Decision process/problem solving Algorithmic approach• Behavioral change/problem solvingAlgorithmic approach
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What should be the method of skills training?
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• KnowledgeLectures, presentations,small group work
• Attitude Small group discussionsrole play, video
• Skills Practical trainingRole play
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Skills training-the participant
• Observation• Practice• Experience
CLINICAL TEACHING/
COACH MODEL
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COACH
• C lear Performans Model – Role Model• O penness to Learning – Education environment• A ssess Performance – Continuous assessment• C ommunication – Listen, understand• H elp and Follow Up – Plan and follow up
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COACH
• C lear Performans Model – Role Model• O penness to Learning – Eğitim Ortamı • A ssess Performance – Sürekli değerlendirme• C ommunication – Dinle, anla• H elp and Follow Up – Plan yap, takip et
What kind of role model?
•Master in practice•Allows observation•Standards of practice are known/clear
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COACH
• C lear Performans Model – Rol Model• O penness to Learning – Educational environment• A ssess Performance – Sürekli değerlendirme• C ommunication – Dinle, anla• H elp and Follow Up – Plan yap, takip et
Motivating/positive learning environment
•Provides Security•Psychological and social•External resources enough
What kind of educational environment?
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COACH
• C lear Performans Model – Rol Model• O penness to Learning – Eğitim Ortamı • A ssess Performance – Continuous assessment• C ommunication – Dinle, anla• H elp and Follow Up – Plan yap, takip et
Continuous, primarily formative
•Measuring target behaviours (assessment guidelines)
•Giving feedback•Known competency level
What kind of assessment?
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Assessment guidelines
WHEN TO GIVE FEEDBACK?
• Before practice: feedback for the previous session• During practice• After feedback
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Why is feedback important to the learner?
• Clarifies goals and expectations • Reinforces good performance • Provides a basis for correcting mistakes (formative assessment) • Serves as a reference point for ultimate (summative) evaluation at the conclusion of the educational programme
Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).
Why is feedback important to the learner?
• Offers insight into actual performance and consequences versus what the learner thought or intended • Reduces reliance on self-validation • Reduces anxiety and insecurity about performance • Demonstrates interest about the learner as a person • Promotes two-way communication • Provides guidance
Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).
Important principles of feedback
• Feedback should be: • Timely, frequent and expected by both teacher and learner• Based onfirst-hand data: personal observation by the teacher • Labelled clearly as feedback so the learner has no doubt about receiving feedback • Descriptive: not evaluative • Constructive • Specific, including examples not generalizations • Nonjudgemental
Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).
Important principles of feedback
• Feedback should be: • Balanced, giving positives and negatives • Objective, focused on behaviour, performance, and not on personality traits • Directed to behaviour that can be changed • Selective: addressing one or two key issues • Focused on helping the learner come to a better understanding of the problem and ways in which he or she can address it more effectively • Monitored to the learner’s temperament, personality and response • Two-way process between learner and teacher • Designed to address decisions and actions
Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).
Feedback examples
Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).
COACH
• C lear Performans Model – Rol Model• O penness to Learning – Eğitim Ortamı • A ssess Performance – Sürekli değerlendirme• C ommunication – Listen, understand• H elp and Follow Up – Plan yap, takip et
To understand•active listening•empathic listening•ask questions
What kind of communication?
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COACH
• C lear Performans Model – Rol Model• O penness to Learning – Eğitim Ortamı • A ssess Performance – Sürekli değerlendirme• C ommunication – Dinle, anla• H elp and Follow Up – Plan, follow up
For full-learning•During the training practice•After the training practice•Plan•Apply•Follow Up
What kind of help?23
AN EFFECTIVE COACH'S CHARACTERISTICS :
• EXPERT of teach the knowledge and skills• ENCOURAGE participants to learn new things• COMMUNİCATE effectively.• provides effective FEEDBACK when needed• gives importance to the APPLİCATİON• not the superior status (inaccessibility) , working with
his colleagues position.
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Summary:
– What is the difference of skills training?– Explain the (coach) model,– What are some principles of feedback?– Explain the features of an effective coach.
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