Teaching Styles and Precepting Charles E. Henley, D.O.
Department of Family Medicine University of Oklahoma, Tulsa Slide 2
Is This Your Educational Philosophy? Slide 3 Objectives Examine
barriers to effective clinical teaching Define characteristics of
good preceptors Review four teaching styles and uses Discuss 5
microskills of the One Minute Preceptor Slide 4 Where Does Learning
Occur? LecturesLabs Small Group BedsideClinicHallway Slide 5 Clinic
Attending Barriers to effective clinical teaching: Patient Features
Time Factors Teaching Points Slide 6 Resident Perceptions of a Good
Clinic Attending Helpful Available - open door, not seeing pts., no
long wait for attending Residents not treated like students
Enthusiastic in teaching Cognizant of time Slide 7 Teaching Based
On Learners Needs Reduced Knowledge Dispersed Knowledge Tunnel
Vision Slide 8 Four Teaching Styles Expert Consultant
SocraticCollaborativeCounseling Slide 9 Traditional
teacher-oriented format Attending conveys expert knowledge Response
to a specific question Learner expects a direct response Slide 10
Socratic Teacher uses thoughtful questioning to explore learners
knowledge Has a predetermined goal (leads the learner to the right
conclusion) Time intensive Regarded as the preferred style Slide 11
Collaborative Solution to problem is not known No predetermined
goal Teacher and Learner mutually explore for an answer as a team
Slide 12 Counseling Exploration of the intrapersonal and
interpersonal issues involved in a patient encounter Balint groups
Slide 13 One Minute Preceptor - Five Microskills 1. Get a
commitment - what is going on? 2. Probe for supporting evidence -
why do you say that? 3. Teach general rules - if this happens, do
this... 4. Reinforce what was right - strong work! 5. Correct
mistakes - next time, try this... Gordon K, Meyer B, Irby DM. The
One Minute Preceptor, JFP 1992 Slide 14 Get A Commitment Learner
commits to a diagnosis or plan Forces learner to process
information from patient encounter be supportive Resist the urge to
take over the case Slide 15 Probe for Supporting Evidence Ask for
evidence that supports their opinion Be careful to not grill the
learner Ask for alternative conclusions Reveal the learners thought
process, and knowledge gaps Slide 16 Teach General Rules Learners
remember general rules better Rules that generalize to other
situations Adds information to knowledge base * Avoid anecdotes or
idiosyncratic preferences Slide 17 Reinforce What Was Done Right
Helps to firmly establish appropriate competencies Helps build
self-esteem Focus on specific behaviors that can be consciously
repeated Do not give general praise Slide 18 Correct Mistakes
Correct Mistakes Appropriate time and place Allow learner to self -
critique Discuss what was wrong, then how to avoid or correct
mistake in the future Be specific! Judgmental statements =
inappropriate Slide 19 The Teachable Moment Can happen at any time
Prime teachable moment for learners Focuses the learner to the
issues at hand Slide 20 Summary - Facilitative Behaviors Set clear
objectives / expectations Leave your ego at the door Match teaching
style with needs and level of learner Develop a non-threatening
environment Encourage questions Be aware of body language Slide 21
Facilitative Behaviors Summarize as you go Dont interrupt the
learner- make notes Make eye contact Protect the interaction time
Ask for feedback at the end Self - evaluation : why dont students
ask me questions? Slide 22 The End
