| |
|
|
|
|
|
|
|
Pages: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Microskill #2 - Getting a CommitmentThe most effective and enduring clinical learning occurs when the learner collaborates with an experienced clinician-teacher to benefit the patient. Collaboration requires the learner to risk articulating his/her opinions as the basis for the learning, rather than waiting to receive the conclusions of the teacher. The learner must feel safe enough to risk a commitment – even if it is wrong. Commitment usually needs the preceptor to ask questions beginning with "What…."
In asking these questions, the words are only part of the total communication. The preceptor’s tone and body language must convey that a reasonable professional opinion is expected from the learner. When the learners know from the beginning that the preceptor will take this approach, they improve their data-gathering and focus early on problem identification. Difficulty or unwillingness to make a commitment could be due to:
An important caution: students from some non-US cultures may need extra encouragement as the student offering an opinion first could be interpreted as disrespectful of the teacher. Forcing the learner to make a commitment enables learning to occur. |
|||||||||||||||||||||
Community-Based
Teaching Benefits - Strategies for Teaching in a Busy
Practice Page last updated:
February 24, 2003
|
