Using the F ive Mic roskills to F a c ilita te L e a rning - PowerPoint PPT Presentation

Using the F ive Mic roskills to F a c ilita te L e a rning in the Clinic a l Se tting De nnis Ba ke r, Ph.D. db a ke r c o nsulting

2 ha ve no thing to disc lo se . I

3 Ma king the Mo de l Wo rk Mic ro skills 5 Mic ro skills Mo de l opic Ove rvie w Mo de l ME RI T

4 One Minute Pre c e pto r = 5 Mic ro skills Mo de l opic Ove rvie w T

Obje c tive s 1. De sc rib e the ro le s stude nts pla y in the c linic a l se tting via the RI ME Mo de l. 2. De sc rib e the 5 Mic ro skills c linic a l te a c hing mo de l. 3. De sc rib e ho w utiliza tio n o f Wa it-time fa c ilita te s suc c e ssful use o f the 5 Mic ro skills 4. I de ntify b a rrie rs to using the 5 Mic ro skills a nd sta te so me stra te g ie s fo r o ve rc o ming the b a rrie rs. 5

Stude nt le a rning is o ptimize d b y: 1. E ng a g ing with pa tie nts a nd thinking a b o ut the de ta ils o f tha t e ng a g e me nt. 2. E ng a g ing with physic ia n te a c he rs a b o ut tho se pa tie nts. 3. E ng a g ing in me ta c o g nitive pro c e sse s re la tive to ite ms 1 & 2. 6

RIME Mode l R e po rte r 1. I nte rpre te r 2. M a na g e r 3. E duc a to r 4. https:/ / vime o .c o m/ 76308600 Pa ng a ro L . A ne w vo c a b ula ry a nd o the r inno va tio ns fo r impro ving de sc riptive in- tra ining e va lua tio ns. Ac a d Me d 7 1999;74(11):1203-7.

Sc e na rio A • Stude nt: I just sa w Ms. Jo ne s, ……. • Pre c e ptor: Wha t a re he r vita l sig ns? • Stude nt: T e mp is 39 de g re e s Ce ntig ra de . Re spira to ry ra te is 24………. • Pre c e ptor: Is he r c oug h produc tive of sputum? If so, wha t doe s it look like ? • Stude nt: She ha s a pro duc tive c o ug h. T he sputum is rusty b ro wn. 8

Sc e na rio B • Stude nt: I just sa w Ms. Jo ne s, ……. • Pre c e ptor: Wha t do you think is g oing on? • Stude nt: She lo o ks ve ry sic k. I ’ m thinking she ma y ha ve pne umo nia . • Pre c e ptor: Wha t le a ds you to tha t c onc lusion? • Stude nt: She ha s a te mpe ra ture o f ………… 9

5 Mic roskills 1. Ge t a c o mmitme nt 2. Pro b e fo r suppo rting e vide nc e (unde rlying re a so ning ) 3. Re info rc e c o rre c t thinking 4. Co rre c t E rro rs 5. T e a c h a g e ne ra l rule Ne he r, JO, Go rdo n, K C, Me ye r B, Ste ve ns, N. A F ive -Ste p Mic ro skills Mo de l o f Clinic a l T e a c hing . J 10 AM Bo a rd F a m Pra c t 1992; 5(4):420-1

Vide o E xa mple of Mic roskills 1. Ge t a c o mmitme nt 2. Pro b e fo r suppo rting e vide nc e (unde rlying re a so ning ) 3. Re info rc e c o rre c t thinking 4. Co rre c t E rro rs 5. T e a c h a g e ne ra l rule 11

Va lue of the Mic roskills Mode l 1. He lps ma ke s stude nt re a so ning pro c e ss e xplic it 2. He lps stude nt think a b o ut his/ he r thinking (Me ta c o g nitio n) 3. He lps stude nt with o rg a niza tio n skills 4. He lps stude nt se lf-a sse ss 12

1. Ge t a Co mmitme nt • Wha t do yo u think is g o ing o n? • Wha t la b te sts do yo u think a re indic a te d? • Wha t do yo u wa nt to do fo r this pa tie nt? 2. Pro b e fo r Suppo rting E vide nc e (unde rlying re a so ning ) • Wha t finding s le d you to tha t c onc lusion? • Why wo uld yo u c ho o se tha t pa rtic ula r me dic a tio n? • Wha t e lse did yo u c o nside r in yo ur diffe re ntia l? 13

3. Re info rc e Co rre c t Ac tio ns/ T hinking • Yo u re a lly sho we d g o o d thinking b y sug g e sting …… 4. Co rre c t Mista ke s, Ge ntly • I didn’ t he a r yo u me ntio n the po ssib ility o f …… 5. T e a c h a Ge ne ra l Rule • Whe n this ha ppe ns the b e st rule to fo llo w is……… 14

Wa it- T ime • Wa it-T ime 1 A 3-5 se c o nd pe rio d o f sile nc e e xhibite d by the instruc to r while “waiting” fo r the le arne r to re spo nd to a que stio n. • Wa it-T ime 2 A 3-5 se c o nd pe rio d o f sile nc e e xhibite d by the instruc to r afte r the stude nt has answe re d a que stio n. 15

Vide o E xa mple of Mic roskills 1. Ge t a c o mmitme nt 2. Pro b e fo r suppo rting e vide nc e (unde rlying re a so ning ) 3. Re info rc e c o rre c t thinking 4. Co rre c t E rro rs 5. T e a c h a g e ne ra l rule 16

Ba rrie rs to Using 5 Mic roskills 1. Ha rd to b re a k o ut o f e xisting ha b its. 2. Se e ms time c o nsuming whe n trying so me thing ne w. 3. Re q uire s mo re sile nt time . 4. Ha rd to b e sile nt. 5. L e a rne r po o r a t pre se nting . 6. Ha rd to re me mb e r mo de l in c o nte xt o f b usy se rvic e . 17

Pne umo nic fo r 5 Mic ro skills Ge t a c o mmitme nt P ro b e fo r suppo rting CPRCT e vide nc e R e info rc e c o rre c t thinking C o rre c t E rro rs e a c h a g e ne ra l rule T 18 18

Obje c tive s 1. De sc rib e the ro le s stude nts pla y in the c linic a l se tting via the RI ME Mo de l. 2. De sc ribe the 5 Mic roskills c linic a l T e a c hing mode l. 3. De sc ribe how utiliza tion of Wa it- time fa c ilita te s suc c e ssful use of the 5 Mic roskills 4. Ide ntify ba rrie rs to using the 5 Mic roskills a nd sta te some stra te g ie s for ove rc oming the ba rrie rs. 19

Whic h mic ro -skill is stimula te d b y the fo llo wing q ue stio n, a fte r the stude nt ha s pre se nte d the pa tie nt to yo u? What do you think we should do fir st for this patie nt? A. Ge t a c o mmitme nt B. Pro b e fo r suppo rting e vide nc e (unde rlying re a so ning ) C. Re info rc e c o rre c t thinking D. Co rre c t e rro rs in thinking 20 E . T e a c h a g e ne ra l rule

Wha t c o mpo ne nt o f the 5 mic ro skills mo de l is stimula te d with the fo llo wing sta te me nt b y the pre c e pto r? You ar e c or r e c t that Mr . Jone s’ BP is e le vate d, and that fur the r ac tion ne e ds to be take n ASAP. A. Ge t a c o mmitme nt B. Pro b e fo r suppo rting e vide nc e C. Re info rc e c o rre c t thinking (po sitive fe e db a c k) D. Co rre c t e rro rs in thinking E . T e a c h a g e ne ra l rule 21

Wha t c o mpo ne nt o f the 5 mic ro skills mo de l is stimula te d with the sta te me nt b y the pre c e pto r? Be for e we take the ac tion you ar e sugge sting we ne e d to fir st e stablish a c le ar diagnosis. A. Ge t a c o mmitme nt B. Pro b e fo r suppo rting e vide nc e C. Re info rc e c o rre c t thinking (po sitive fe e db a c k) D. Co rre c t e rro rs in thinking E . T e a c h a g e ne ra l rule 22

Wha t c o mpo ne nt o f the 5 mic ro skills mo de l is stimula te d with the sta te me nt b y the pre c e pto r? You c ould be r ight that the c hild has a vir al UR I, but without c he c king the e ar s, you c ould have ove r looke d otitis me dia.” A. Ge t a c o mmitme nt B. Pro b e fo r suppo rting e vide nc e C. Re info rc e c o rre c t thinking D. Co rre c t e rro rs in thinking E . T e a c h a g e ne ra l rule 23

Wha t c o mpo ne nt o f the 5 mic ro skills mo de l is stimula te d with the sta te me nt b y the pre c e pto r? In patie nts with the se symptoms, it is impor tant to distinguish be twe e n br onc hitis and pne umonia. Patie nts with pne umonia ar e hypoxic , and olde r patie nts with pne umonia ofte n e xpe r ie nc e c ar diopulmonar y failur e . A. Ge t a c o mmitme nt B. Pro b e fo r suppo rting e vide nc e C. Re info rc e c o rre c t thinking D. Co rre c t e rro rs in thinking 24 E . T e a c h a g e ne ra l rule

T ha nk yo u fo r a tte nding this se ssio n. De nnis Ba ke r 850-274-2237 db a ke r@ a c o m.e du 25