Teaching Rounds: Teaching when time is limited

University of California, San Francisco, CA 94143-0410, USA.
BMJ (online) (Impact Factor: 17.45). 03/2008; 336(7640):384-7. DOI: 10.1136/bmj.39456.727199.AD
Source: PubMed


Clinical teachers face a daunting challenge of simultaneously caring for patients and teaching learners in a time constrained environment. A cohort study of 179 Dutch medical students (79% of the cohort) during an internal medicine clerkship located at 14 different clinical sites found that the quality of supervision has a greater impact on clinical competence and knowledge than does the number of patients seen.1 Even small moments of teaching time can offer important learning opportunities to trainees by providing them with new insights and skills that they would not acquire from simply seeing patients on their own.1To achieve this combined caring and teaching goal in a time efficient manner, clinical teachers use various strategies to (a) identify the needs of each individual learner, (b) teach according to these specific needs, and (c) provide feedback on performance.2 This three step teaching process can be adapted to the environment in which the teaching is taking place. Here we describe several time efficient strategies in relation to each step in this process.

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    • "Boendermaker et al. 2000; Buchel and Edwards 2005) or models to guide supervisors and registrars in making best use of the available teaching and learning opportunities (e.g. Ingham 2012; Irby and Wilkerson 2008; Lake and Ryan 2004). Boendermaker et al. acknowledge that these models are idealised representations of supervisors who are unlikely to be encountered in real-life settings. "
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