05.22 - Caveats and Things to Remember

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Del curso dictado por University of Michigan

Teaching and Assessing Clinical Skills

80 calificaciones

University of Michigan

Teaching and Assessing Clinical Skills

80 calificaciones

The purpose of this course is to improve feedback, clinical teaching, and assessment of clinical skills.

De la lección

UNIT 5 - THE BRIEFING, INTER-CASE OR INTRA-OPERATIVE TEACHING, DEBRIEFING (BID) MODEL FOR CLINICAL TEACHING

The objectives for this module are that after you actively engage in the activities, you will be able to: 1. Describe the basic theoretical underpinnings of the BID model. 2. Develop a briefing focused on a learning objective 3. Perform intra-encounter teaching focused on the learning objective 4. Perform a short debriefing focused on the learning objective Note: while this model was developed for the operating room, you will find that it applies to any clinical setting. In each encounter think about first working with learner to set her objectives, then teaching during the clinical encounter and finally providing feedback or debriefing.

05.01 - Introduction - Teaching in the OR and Beyond7:23

05.02 - Briefing8:00

05.03 - Debriefing of Briefing3:55

05.04 - IntraOperative Teaching8:01

05.05 - Debrief of Procedure Placement of Staples2:02

05.06 - Procedure: Foley Placement2:11

05.07 - Debrief of Procedure: Foley Placement3:00

05.08 - Teaching a Student1:36

05.09 - Debrief of Teaching a Student2:44

05.10 - Orchiectomy Teaching2:10

05.11 - Debrief of Teaching Orchiectomy Teaching2:23

05.12 - Prostatectomy Teaching2:05

05.13 - Debrief of Teaching Prostatectomy Teaching2:07

05.14 - Debriefing9:35

05.15 - Debrief of Debriefing1:12

05.16 - Debriefing of Complication1:39

05.17 - Debrief of Debriefing of Operative Complication3:21

05.18 - Dr. Jill Cherry and Dr. Cheryl Lee2:19

05.19 - Dr. Vesna Ivancic6:21

05.20 - Dr. Bakshi3:29

05.21 - Dr. Rebecca Hong3:21

05.22 - Caveats and Things to Remember2:22

Conoce a los instructores

Sally Santen, M.D., Ph.D.
Associate Professor - Emergency Medicine
University of Michigan Medical School

Now I'd like to give you just a couple of caveats, as you're using the BID model.

One thing that I talked about when we first talked about briefing is that it's

important to distinguish learning objectives from operative objectives.

So, an operative objective is one that's focused on the goal for

the operating team for the patient's care.

So, an operative objective is patient focused.

Learning objectives, though, are focused explicitly on the learner and

what they will learn during the operation.

Sometimes it's a fine distinction to make, but

I think if you pay attention to what's the purpose of this objective.

Is it to provide patient care, or is it to provide learners learning,

that will help you distinguish between a learning and an operative objective.

In intraoperative teaching, and I think I talked a little bit about this when we

first talked about intraoperative teaching.

You want to be focused, but it's not as if you're ignoring the teachable moments.

You still engage in the teaching that's not explicitly focused on the objective.

So sometimes surgeons have teaching scripts that about

particular operations or that are about particular aspects of operations.

You don't have to give those up, but you do need to focus some of your teaching

on one thing that you want to make sure that your learner carries out of the room.

And that should be the objective that you set in the briefing.

That's not to say that they're only going to carry one thing out of the room.

They may carry a lot out of that room.

But you want to be sure that they at least carry one piece of new information

out of the room when they're done with the operation.

The last part is debriefing.

And debriefing is the step that's most often skipped, but

it's also probably the most important part of this model.

So, I want you to think about how might you accomplish debriefing.

Can you do it a minute before you leave the OR?

Can you do it right after you've accomplished the objectives for

the operation?

It should really only be focused on the learning objectives,

not on the entire operation, and therefore this particular model for

debriefing should be one to two minutes maximum.

It should be quick, quick, quick.

And I think that fact that it's quick means that you can do it.

So now I'd like to take a minute for you to think about your setting.

How might you do this in your setting?

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