| |
|
|
|
|
|
|
|
Strategies for Teaching in a Busy Practice
What are the teaching strategies, techniques, or methods you could use during patient care situations (e.g being "shadowed" by a student)? Most daily teaching uses a combination of six general strategies:
No single strategy is ideal – each has advantages and drawbacks. The optimal teaching strategy depends on the interaction of the student, the teacher, and the situation. In practice the choice of strategy is made so quickly that it is almost instinctive. There is seldom time to ruminate on the optimal teaching technique for a given situation! Depending on your natural learning and teaching styles, certain teaching strategies are more comfortable and hence used more frequently than others in your practice. Using a mixture of methods makes teaching more enjoyable and is probably more effective. Each strategy can be learned and practiced.
Busy clinicians are usually proficient in at least four of the six strategies listed above. As you go through the modules, you will probably recognize things you already do in teaching. Our aims are to validate many of your current teaching practices and to provide new information you can incorporate into teaching. By combining medical education theory with practical experience, we hope to enhance your confidence as an educator and contribute to teaching being an enjoyable and worthwhile part of your practice. "Precepting must be highly efficient because both the learner and preceptor are responding to many time demands" (Neber JO, Gordon KC, Meyer B, Stevens N. A five-step "microskills" model of clinical teaching. JABFP 1992; 4:419-24.) |
|||||||||||
Community-Based Teaching
Benefits - Strategies for Teaching
in a Busy Practice Page last updated:
February 24, 2003
|
Most
teaching skills are similar or identical to skills required for patient
care 
