Pages: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Microskill #1 - Set Goals and Expectations
 Set expectations from a single point encounter
The general discussion with your student or resident about goals and expectations
for the entire rotation sets the stage for adult learning to occur with
each patient encounter. Although your practice is a tremendous resource,
too much of a good thing can be confusing.
The preceptor should select which patients the learner will see based
on the potential for learning and provide any necessary background information.
Encourage learners not to focus on charts, but to gather their own data
directly from patients
Before the student or resident enters the patient room, briefly establish
both your expectations and the time by which you expect the learner to
report back to you. The microskills are designed to optimize the "reporting
back" encounter between learner and preceptor – those precious
five minute episodes outside the patient room where medicine is really
learned.
For example. . .
Learning focused on diagnostic skills,
"Meet me back here in 15 minutes and present a problem list and differential"
Learning focused on management issues,
"The diagnosis is pretty clear. Review all the results with the patient,
discuss the treatment options and let me know in about 30 minutes what
you think will work the best for her".
Set goals and expectations for the entire rotation
Validate that these new goals fit with the overall goals of the rotation
and the scope of your practice
All rotations are relatively short. Encourage learners to focus on the
most important objectives – and ones that can be achieved in the
time and within the resources of your practice. If you have concerns, check
with the department.
Hold the learner to achieving these goals
As the "coach", the preceptor’s principal responsibilities
are to provide opportunities to learn and monitor progress. Providing
opportunities includes for example making sure the learner sees the appropriate
patients, has access to the books and learning materials, is introduced
to the contacts, or is scheduled to spend time with the appropriate people
such as office manager, nurse, or discharge planner. Monitoring progress
involves revisiting the goals on several occasions during the rotation
and providing constructive advice. This also demonstrates to the learners
that physicians in practice have to continually learn and update their
skills.
Pages: 1
2 3 4 5
6 7 8
9 10 11
12 13 14
15 16 17
18
top |
