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TEACHING STRATEGIES/METHODOLOGIES: Advantages, Disadvantages/Cautions, Keys To Success
TEACHING STRATEGIES/METHODOLOGIES: Advantages, Disadvantages/Cautions, Keys To Success
Reference: Based largely on, adapted from , and added to the work of Wehrli, G., Nyquist, J.G. (2003). Creating an Educational Curriculum for Learners at Any Level. AABB Conference.
CLINICAL SETTING
Strategy/Methology Advantages Disadvantages/Cautions Keys to Success
Direct Patient Contact: • Provides real-life setting and context • May not include experience with all • Ensure learners are prepared for time
Practicing patient care and • Provides learner with a variety of hands-on skills identified in objectives spent on their own with patients (have
communication skills, along experiences • Requires direct observation by faculty prerequisite knowledge and basic skills)
with clinical problem-solving, • Can provide continuous feedback for optimal use • Integrate patient interactions with the
through direct contact with • Approach can be individualized to the learner • Requires prior student and preceptor educational process
patients. • Promotes development of communication preparation and training • Train preceptors
and problem-solving skills • Relies heavily on the skills of the
preceptor
CLINICAL SETTING
Strategy/Methology Advantages Disadvantages/Cautions Keys to Success
One-to-One, Precepting: • Actively involves learner in a natural work • Relies heavily on the preceptor being a • Get training to precept and provide
Instruction is provided by direct environment good role model and having effective constructive feedback
personal interaction between • Allows for an individualized approach teaching, questioning, and feedback • Orient learner(s) and make behavioral
teacher and learner, and may tailored to specific needs of the learner skills and learning expectations and objectives
involve giving information, • Provides opportunity for role modeling, • Can be hampered by personality clear
demonstrating, questioning, demonstration, and observation of conflicts • Demonstrate and role model what you are
problem-solving, directing appropriate professional habits and attitudes • Can be time-consuming teaching
learner’s work, observing and • Provides practice to build skills and problem- • Identify the level of the learner(s);
assessing learner’s solving in real situations with expert diagnose learner needs and tailor
performance, and providing supervision, guidance, and the opportunity approach appropriately
feedback. In medical education, for continuous feedback • Take advantage of the “teachable
case presentation is often a part moment”
of this process. Ward/bedside • Ask open-ended questions to elicit
rounds involve a similar • Can foster teamwork and cooperation learner’s thoughts and plans, assess
process involving a group of • Promotes development of verbal understanding, and stimulate/ challenge
learners, often at different communication skills learners
levels, in an inpatient setting.
• Provide ongoing constructive feedback
• Help the learner apply new ideas and
skills
• Encourage independent inquiry and self-
study
Role Modeling: Intentional • Can be subtle but powerful learning • Relies on learner identifying with the • Be aware that this occurs unconsciously
teaching strategy in which • Tends to generate high learner interest model as well as intentionally and consider
learners listen to and observe • Doesn’t require additional planning on part • Role model who does not effectively what is being communicated
role model performing regular of role model represent desired behaviors can send the • Connect learning to objectives
duties of the profession and/or wrong message • Make thinking visible to the learner
“thinking out loud.” Used to during the learning experience
introduce learners to clinical
skills and problem solving and
help them develop appropriate
ethical behaviors, habits, and
attitudes.
Standardized Patients: Use of • Can closely imitate reality • Is costly and time-consuming to hire and • Develop standardized training for
actors trained to portray a • Provide opportunity for focused learning train standardized patients standardized patients
specific patient role in a • Can be used when “real” experiences are not • Using standardized patients can be • Monitor the quality of standardized
consistent and accurate manner available or would be potentially harmful to logistically complex and require patient portrayals and feedback
to act as a “real” patient would, the patient considerable support
react differentially depending • Can provide standardized stimulus for
on behavior of the health learning and assessment
professional in training, and to • Can provide opportunity for feedback to the
assess learners and provide learner from the “patient” perspective
appropriate feedback