05.09 - Debrief of Teaching a Student

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Do curso por University of Michigan

Ensino e Avaliação de Habilidades Clínicas

85 ratings

University of Michigan

Ensino e Avaliação de Habilidades Clínicas

85 ratings

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

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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

Conheça os instrutores

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

Nicole, I wonder if you can help me with a common conundrum that we face in surgery.

Often we're working with a trainee, often a resident.

And a student may show up in the operating room.

We may not have had any previous exposure to that student, and

in fact we might not even see that student again.

But we'd like to do some teaching,

we're in the middle of a busy case, how should we approach that?

Was this a good example of how to do that?

>> Yeah. I think so.

I mean, I think the thing that was nice about this particular example

is that the resident clearly focused on one aspect of the case.

So he was focused on the lymph node and the dissection and

the anatomy of the pelvis.

And so having something in mind like that can be helpful.

Because yeah, you're going to have surprise learners every once in a while.

And so just having something, not necessarily a teaching script.

But at least a topic that you could focus on with those surprise learners could

be helpful.

>> Well I'm often, we may get accused of pimping students.

Particularly when we are asking about anatomy as I was watching this video,

it didn't really feel like pimping.

I don't know what your impression was but

maybe you could talk about the difference between pimping and what we just saw.

>> Yeah, so I and I'm not a surgeon so

this is a external observer's viewpoint about this.

To me pimping is when you are asking somebody

questions to the edge of the knowledge for the purpose of humiliating them for

not being properly prepared.

And you can always get to that point.

To me, this looked more like a needs assessment so he didn't humiliate

the learner by saying, well obviously you're not prepared for this operation.

He said, oh, okay you don't know this one.

Well, how about this?

Do you know this?

So he was very gentle and to me it sounded as though he was trying to assess

the edge of this learner's knowledge so that he could push him one step further.

And I think that's really the difference.

>> I like the way he did phrase his questions, because they were really

directed around issues of anatomy that were important for the procedure.

The resident Amir was actually doing a lymph node dissection, so

knowing that anatomy is very key to understand where you remove tissue from.

>> Right. And I think, depends on what this, medical

students, you don't know necessarily what specialty they're going to go into, so

it may be at some point, if the learner knows,

you can say well here's why it's important for your kind of doctor to know this.

>> That was a good example.

>> I think so, too.

>> Great.

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