powerpoint presentation...•orient student to your site •use a checklist •ask the student to...
TRANSCRIPT
Look for an email with a short application coming soon!
Orient student to
siteSee
patientsGive
feedbackSee more patients
Midpoint Evaluation
See more patients
Give more
feedbackSee more patients
Final Evaluation
Orient student to
siteSee
patientsGive
feedbackSee more patients
Midpoint Evaluation
See more patients
Give more
feedbackSee more patients
Final Evaluation
Orient student to
siteSee
patientsGive
feedbackSee more patients
Midpoint Evaluation
See more patients
Give more
feedbackSee more patients
Final Evaluation
Next Experience
Orient student to
siteSee
patientsGive
feedbackSee more patients
Midpoint Evaluation
See more patients
Give more
feedbackSee more patients
Final Evaluation
Kahn NB. Dealing with the problem learner. Fam Med 2001;33(9):655-7.
Benzie D. The difficult teaching situation. Fam Med 1998;30(8):549-50.
1. Set expectations2. Give feedback
Plan what we are going to do. Attempt to do it. Receive feedback.
• Orient Student to your Site• Use a checklist• Ask the student to reflect or self-assess• Identify clinical resources for the student to fill-in learning gaps
• Self-teach new concepts• Reinforce known concepts
• Set Professionalism Expectations• Written contract with student• Review policies and procedures• Provide a student handbook
Feedback Evaluation
Specific information concerning a student’s performance in a given activity
Usually verbal, frequent or continual, constructive, and preceptor specific
Used to assess objective achievement
A formal, written summation based on specific goals for grading and assessing global performance
Based on feedback given throughout the experience
Should not be a “surprise” to students
Blanchard KH, Johnson S. The One Minute Manager. New York,NY: William Morrow and Company;
1982.
Stone D, Patton B, Heen S. Difficult Conversations: How to Discuss What Matters Most. New York: Penguin, 1999.
Ende J: Feedback in clinical medical education.JAMA 250(6):777-81, 1983
DaRosa, et.al. Strategies for making ambulatory teaching lite: less time and more fulfilling. Acad
Med 1997;72(5):358-61.
Neher Jo, et.al. A five-step Microskills model of clinic teaching. J Am Board Fam Pract 1992;5:419-
24.
What? Why? When… Warm Fuzzies Whoops
DaRosa, et.al. Strategies for making ambulatory teaching lite: less time and more fulfilling. Acad
Med 1997;72(5):358-61.
Neher Jo, et.al. A five-step Microskills model of clinic teaching. J Am Board Fam Pract 1992;5:419-
24.
DaRosa, et.al. Strategies for making ambulatory teaching lite: less time and more fulfilling. Acad
Med 1997;72(5):358-61.
Neher Jo, et.al. A five-step Microskills model of clinic teaching. J Am Board Fam Pract 1992;5:419-
24.
