Resident as teacher
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Transcript of Resident as teacher
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Program review
Resident as teacher
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• Principles of learning lecture/discussion series– Activating a student's prior knowledge enhances learning
– How students organize knowledge affects learning
– Students' motivation determines how effectively they learn
– Repetition is key to learning
– Appropriate feedback enhances learning
– Students should become self-directed learners
• Structured curriculum
• Educational resources website
Program overview: three components
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• Unit one: Approach to the patient– History
– Examination
– Pap smear and DNA probes/cultures
– Diagnosis and management plans
– Personal interaction and communication skills
– Legal and ethical issues in obstetrics and gynecology
– Preventative care and health maintenance
Structured curriculum
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• Section A: Normal obstetrics– Maternal-fetal physiology
– Preconception care
– Antepartum care
– Intrapartum care
– Immediate care of the newborn
– Postpartum care
– Lactation
Unit two: Obstetrics
OB chief
OB jr
OB chiefOB chief
Clinic chiefOB chief
OB jr
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• Section B: Abnormal Obstetrics– Ectopic pregnancy
– Spontaneous abortion
– Medical and surgical complications of pregnancy
– Preeclampsia/eclampsia
– Alloimmunization
– Multifetal gestation
– Fetal death
– Abnormal labor
– Third trimester bleeding
– Preterm labor
– Preterm rupture of membranes
– Intrapartum fetal surveillance
– Postpartum hemorrhage
– Postpartum infection
– Anxiety and depression
– Post term pregnancy
– Fetal growth abnormalities
Unit two: Obstetrics
OB chiefOB chief
Clinic chief
OB jr
OB jr
OB chief
MFM
MFMMFM
MFMMFM
MFM
MFM
OB jr
OB jr
Gyne jrGyne jr
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Roles MFM
OB jr
Clinic chiefOB chief
Gyne jr
Gyne chief
Onc
OB sr Gyne sr
•Night float team•REI•Urogynecology•Off service PGY1
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• You ask a student to take an H&P from a patient in triage– What can go wrong? Why?
• You ask a student to present a clinic patient to the attending– What can go wrong? Why?
• You ask a student to position a gyne patient before surgery– What can go wrong? Why?
• You pimp a student on a topic they learned in lecture yesterday– What can go wrong? Why?
Scenarios
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• They do not understand the task they are given
• They do not plan or see the importance in planning
• They use familiar strategies that don’t work as well
• After they fail:– The effort put into adjusting their strategy is proportionate to their
belief about their own ability to learn
– They belive the reason for their failure is external
What students do wrong
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• To become self-directed learners, students must learn to:
Students should become self-directed learners
Assess the demands of the
task
Evaluate their own knowledge
and skills
Plan their approach
Monitor their progress
Adjust their strategies as
needed
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• Initially, be more explicit than you may think is necessary about expectations– Tell students what you do not want
– Check that the student understands the assignment
• Provide performance criteria with the assignment
• Have students create their own plan– Create assignments that focus on strategizing instead of
implementation
What can we do?
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• Provide opportunities for self-assessment– Provide simple questions students can ask themselves
– Use peer review
• Prompt students to analyze the effectiveness of their skills– Study skills
• Directly address their beliefs about learning
What can we do?
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• Model our own metacognitive processes
• Use scaffolding to help
What can we do?