Skip to content
Community-Based Teaching Benefits
Strategies for Teaching in a Busy Practice
The Precepting Microskills
Observation and Feedback
Bedside Teaching
What is Evidence-Based Medicine?
Teaching Evidence-Based Medicine
The Ten-Minute Talk
Strategies Home Page

Pages: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Preceptor Microskills

Learning Objectives

  • Articulate the 7 microskills discussed in the module.
  • Value "expectation setting" as an important part of the learning process.
  • Give examples of questions that encourage a learner to make a commitment around a particular issue, articulating his/her opinions as the basis for the learning, rather than waiting to receive the conclusions of the teacher.
  • Give examples of questions that will probe for deeper understanding of an issue in order to reveal knowledge deficits.
  • Begin to reflect upon your own "general rules" that can be conveyed to learners while you teach.
  • Value "reinforcing right behavior" as foundational to your role as a teacher and mentor.
  • Intend to correct learner mistakes by allowing self-reflection and by offering supportive but direct feedback.
  • Determine that you will take 5-10 minutes for reflection with learners at the end of a session in order to cement the learning.

 

top



Community-Based Teaching Benefits - Strategies for Teaching in a Busy Practice
The Precepting Microskills - Observation and Feedback - Bedside Teaching
What is Evidence-Based Medicine? - Teaching Evidence-Based Medicine
The Ten-Minute Talk - Strategies Home Page

Page last updated: February 24, 2003
For site development questions and comments, contact: The Web Development Unit
Copyright © 1999-2003, The University of Kansas School of Medicine - Wichita

KU School of Medicine - Wichita Home Page Strategies Home Page