How to Teach in Clinical Settings


Seabrook / Wiley-Blackwell

定價NT$ 1,398
NT$ 1,328


How to Teach in Clinical Settings is a practical guide to support all doctors wishing to develop their skills in clinical teaching and supervision.

It provides hands on strategies to address common problems such as giving critical feedback effectively and teaching mixed-level groups. It gives guidance on the particular challenges of teaching in clinical settings including the need to manage teaching with service provision, to engage patients, motivate students, and to judge the balance of support and independence appropriate for each trainee.

How to Teach in Clinical Settings is invaluable for all doctors involved in teaching and training at any stage of their career. It is also useful and accessible to medical students who increasingly need to consider and develop their own teaching skills as part of their career progression.

Table of Contents

Acknowledgements, ix

Introduction, xi

Chapter 1 Creating an effective learning environment, 1

Practical ways to create an environment conducive to learning, 4

Design of clinical placements, 6

Continuity between learners, teachers and patients, 8

Teaching and learning resources, 9

The teaching climate, 9

What makes a good clinical teacher?, 10

Involving patients in teaching, 11

Involving other disciplines in teaching, 13

Some principles of effective clinical teaching, 15

Useful strategies for clinical teaching, 15

Five tips for clinical teaching which do not take time or money, 17

References, 17

Chapter 2 Teaching in clinical contexts, 19

Teaching on ward rounds, 19

General principles, 19

Useful strategies, 21

What you teach unwittingly, 23

The psychiatric ward round, 25

Handover meetings, board rounds and bench rounds, 26

Bedside teaching, 29

Preparation, 29

Structure for bedside teaching, 30

Feedback at the bedside, 34

Examination practice at the bedside, 36

Teaching in clinics, 38

General principles, 38

Supervising trainees in parallel clinics, 40

Effective questioning on presented cases, 41

Seeing the patient together, 42

Supervising students or trainees who are supernumerary, 43

Teaching in the Accident and Emergency department, 46

Teaching the interpretation of images/specimens, 47

Teaching in theatre, 49

General principles, 50

Useful strategies, 50

Teaching practical skills, 56

On-call/remote teaching, 60

Teaching patients, 62

Teaching other disciplines, 64

Further reading on clinical teaching, 65

References, 66

Chapter 3 Workplace-based assessment and feedback, 67

The workplace-based assessments/supervised learning events, 67

Using the tools effectively, 69

Case-based discussion, 71

The mini-clinical evaluation exercise (Mini-ACE in psychiatry), 73

Directly observed procedural skills, 75

Multi-source feedback (MSF), 77

Teaching observation tools, 79

Giving feedback, 81

Giving negative feedback, 81

General principles of feedback, 82

Useful strategies for giving feedback, 82

Feedback models and structures, 85

Further reading on assessment and feedback, 89

References, 90

Chapter 4 Common problems in clinical teaching, 91

Balancing teaching and service demands, 91

Pitching teaching at the right level , 94

Dealing with complaints and clinical incidents, 96

Ad hoc teaching, 100

Teaching people at different levels together, 101

Teaching older or more experienced colleagues, 103

Engaging the quiet or reluctant learner, 104

The difficult consultation, 106

Teaching multiple students, 107

Teaching trainees with no interest in your speciality, 108

References, 109

Chapter 5 Next steps, 110

Developing as a teacher, 110

Evaluating your teaching, 111

Useful resources, 115

Appendix Glossary of assessment tools, 118

Index, 119