Titlebook: Handbook of Clinical Teaching; Somnath Mookherjee,Ellen M. Cosgrove Book 2016 Springer International Publishing Switzerland 2016 bedside t

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Ambient Assisted Living Case Studys. Structured, objective, and immediate feedback is essential to improve teaching. Peer observation and feedback, when done correctly, can meet this need. This chapter provides a practical observation framework, summarizes key aspects of systematic observation, and describes a simple method to give feedback to a colleague.

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https://doi.org/10.1007/978-94-009-0681-5ce. This chapter describes techniques for teaching effectively when contact with patients and learners is brief and discontinuous. We discuss the importance of facilitating reflection and development of structural competence among learners, emphasizing the role of the student as healthcare navigator.

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Human Rights as Moral Principlesan’s approach should be learner centered, emphasizing clinical immersion and autonomy, while still preserving safe patient care. Practices which maximize student learning include reviewing goals and expectations with the student early on, skillful use of the Socratic method, and providing frequent actionable feedback.

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How to Become a Learner-Centered Teacher,iences. After a brief review of learning theory important to lifelong learning development, we will explore some specific teaching tools and practical resources to implement learner-centered behavior and attitudes in day-to-day clinical teaching.

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How to Optimize Teaching by Using Observation and Feedback,s. Structured, objective, and immediate feedback is essential to improve teaching. Peer observation and feedback, when done correctly, can meet this need. This chapter provides a practical observation framework, summarizes key aspects of systematic observation, and describes a simple method to give feedback to a colleague.

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How to Use Teaching Scripts to Make Teaching More Effective and Efficient,liver eloquent lessons extemporaneously. The teaching script is a strategy that many exemplary teachers use to efficiently and effectively enhance learning in clinical settings. This chapter presents a strategy for being prepared for “teachable moments” by creating and using teaching scripts in the clinical setting.