teaching on the run - välkommen till palliativt...
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Teaching at the bedside of the dying patient “teaching on the run”
Assoc. Prof Mark BougheyCentre for Palliative Care
University of Melbourne, Australia
Good and bad learning experiences
What teaching techniques were (in)effective for you as a learner?
2
70% 20% 10%Learning from
experienceLearning from others Structured learning
Workplace experience & integration
Feedback & relationships
Training
Conceptualising the scaffolding of education & training activities
The 70/20/10 learning concept 1
1. Lombardo, Michael M; Eichinger, Robert W (1996). The Career Architect Development Planner (1st ed.). Minneapolis: Lominger. Center for Creative Leadership . www.ccl.org
How do you enhance the teaching & learning experience at the bedside?
Adults learn best when ...• Motivated
• Clear outcomes
• Information is relevant
• Appropriate level
• Active involvement
• Regular feedback
• Time for reflection
4
The needs of education & training. 1.
• Purpose– To improve (challenge & change) knowledge, skills, attitudes
• Curricula– Specific to professional group– Specific to level generalist to specialist– Specific to palliative care
• Competencies• Educational practices
– Teaching– Supervision– Mentorship
1. www.meddent.uwa.edu.au/teaching/on-the-run
70% 20% 10%Learning from
experienceLearning from others Structured learning
Workplace experience & integration
Feedback & relationships
Training
The role of the Teaching on the Run program is to provide, at the bedside, simple techniques to change the clinical exchange to an active rather than passive learning & supervising experience
You as the teacher/supervisor mentorYou as the learner
2. www.meddent.uwa.edu.au/teaching/on-the-run/tips
The role of the Teaching on the Run to enhance the training & teaching experience
• Introduces the concept that “teaching is a planned learning activity” • It is a learning activity at the bedside, on ward rounds, in clinics
….& nearby…at the team meeting• Meets the challenges of busy rounds & clinical work• It is a planned activity from either the senior or junior clinician• Can be spontaneous as situations arise in a teaching environment,
or maybe thought through to reflect an outcome of a rotation/placement over days or weeks
Objectives of TOTR• Improve teaching & skills training by
recognising opportunities in your clinical setting
• Incorporate simple teaching aids into your clinical teaching /skills training & supervision/feedback
• Increase confidence in teaching ability
• Enables the learner to become a teacher earlier
www.meddent.uwa.edu.au/teaching/on-the-run/tips
The Teaching on the Run Program
In practice• Teaching - you recognise a moment ( prior or during) state this
is an opportunity & what trying to achieve.
• Skill acquisition – 4 steps– Teacher demonstrates, usual speed, no commentary– Teacher demonstrates while describing steps– Teacher demonstrates as learner describes steps– Learner demonstrates and describes steps
• Question & investigate what trying to achieve
• Reflect & feedback on what happened
www.meddent.uwa.edu.au/teaching/on-the-run
www.meddent.uwa.edu.au/teaching/on-the-run/tips
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