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Imagine the crisp starched fabric and the bright reflection of the afternoon sun as you run your index finger over the
embroidered writing, “M.D.” This is the moment you have been waiting for: Donning your long white coat, punctuated
by those two beautifully embroidered letters. You are now a doctor.
Your long medical school training -- including hours of observing interns, residents, and attendings -- has finally paid off.
You can now diagnose and treat patients, prescribe medications, run family meetings, and perform procedures and
surgeries. But, do you know how to teach your new students?
Despite the hours spent gaining medical knowledge and skills training, chances are that little time was spent preparing
you to teach. Yet, on day one you will be expected to do just that. So, how do you prepare for this role? In this blog post,
we review high-yield skills and behaviors of effective clinical teachers.
Think about your time in medical school: Which teachers were you drawn to? Who kept your attention the longest?
Where did you learn the most and how did you retain that information? Chances are your best teachers were the ones
who facilitated your learning, rather than simply lectured, and kept you engaged through activities or small group
discussion. As you embark on your new role as teacher, keep in mind the following key concepts about teaching adults:
Relate teaching to experiences: Incorporate the learner’s experiences and skills into your teaching and relate your
teaching to the learner’s clinical experiences to help facilitate understanding and learning.
Allow active and relevant engagement: Engagement can be achieved with effective use of clinical questions, small
group sessions with peer discussion, role playing, or quizzes. Adults can best learn and retain information if they are
involved in the teaching process. Consider using peer-to-peer teaching to facilitate learning whenever possible.
Nurture a safe learning environment: Your teaching efforts will not be effective if the learner does not feel
comfortable.
The Five-Step "Microskills" Model of Clinical Teaching is a helpful guide to facilitate development of practical clinical
teaching. The five microskills (get a commitment, probe for supporting evidence, teach general rules, reinforce what was
done right, and correct mistakes) are explained below:
1. Get A Commitment
“Diagnose” the learner: Before you start teaching, investigate the depth of your learner’s knowledge. You would
not want to talk about ordering a CT scan with contrast if he/she already knows to do this. How do you “diagnose”
the learner? Start by getting a commitment.
Example: “John, what do you think is going on in this patient?”
“How do you put this patient’s history and exam together?”
Instill ownership: Asking the learner to commit to a diagnosis or plan (“put their money down”) serves two main
purposes: It instills ownership for the learner and allows you to diagnose the learner (i.e., observe thought process,
assess errors in thinking, and recognize gaps in knowledge or skill).
Create a safe learning environment: Let learners know you will be asking questions of them. Be sure the
purpose of your questions is to help the learner and understand how much they know. Be supportive as you help
them discover the correct answer. Show your own vulnerability; revealing your own knowledge gaps and
uncertainties fosters an environment where it is ok to say “I don’t know.”
Prepare in advance: I am sure you have witnessed amazing clinical teachers and wondered how they know so
much. The secret is that great clinical teachers prepare in advance for the teaching session. Don’t worry about being
a content expert, prepare. Read UpToDate, perform a brief literature search, or review NEJM resident 360 before
the teaching session.
Prepare a teaching script: To prepare, put together a teaching script to outline your approach to the topic and
key teaching points (see example below); teaching scripts can be revised and used again in the future in similar
clinical scenarios. As part of this preparation, plan the time you can commit to the teaching session, the level of your
learners, the learning points you hope to make, and the questions you are going to ask to solidify those points.
Example: Imagine you are a resident supervising two interns and two medical students in the hospital. Your team is
admitting a young woman with chest pain and shortness of breath. You want to teach about the workup and
management of pulmonary embolisms. How do you think about teaching this topic?
Goals: The goal of this session is to learn about PE and explore the workup and management of an inpatient with
symptoms suggestive of PE.
Mins Activity
Allotted
2 Case Review — 30-yo-woman G1P1 admitted with chest pain and SOB
5 Get Commitment
Probe for supporting evidence
Group discussion regarding thought process and approach to workup
and management
(Adapted from Bloom BS et al. Taxonomy of educational objectives: The classification of educational goals. Handbook I:
Cognitive domain. New York: David McKay Company, 1956.)
3. Teach General Rules
This microskill is the cornerstone of your teaching encounter. Everything you have done thus far leads to this moment:
You laid the groundwork by creating a safe learning environment.
You obtained a commitment from your learner.
By rooting the teaching in clinical care, you engaged the learner through relevance to daily practice.
By probing for evidence, you expanded the thinking of the learner, generated cognitive dissonance, and assessed the
learner’s level of understanding.
As a result, you undoubtedly uncovered gaps in medical knowledge or thought process.
Now you can use this gap to advance the learner’s understanding.
Provide focused learning points: Teaching should be founded in clinical care. Interns are busy and trying to
absorb a lot of information; didactics that are not relevant are unlikely to lead to meaningful retention. Similarly,
a 30-minute discussion in the middle of rounds is more likely to lead to frustration than learning. Provide
focused learning points that are relevant and broadly applicable. In this setting, “pearls” rather than lengthy
didactics are most fruitful.
Example: “For patients who have a confirmed diagnosis of pulmonary embolism, the length of anticoagulation is
dependent on whether the embolism was provoked.”
“Patients with pulmonary embolism usually describe sharp chest pain which is worse with inspiration. The
physical exam is often notable for tachycardia and rapid shallow breathing.”
Consider the time and place: When planning the teaching encounter, consider the right time and place for
teaching. Start rounds with 5 to 10 minutes of teaching rather than saving it for later in the day. Early in the day
is a high-yield period when the mind is still fresh and before everyone gets too busy.
Summarize: Finally, summarize learning points before leaving for the day. Ask if any points were confusing or if
the learner wants to be taught more about any topics. By providing the time and space for learners to reflect,
you allow them to consolidate the information, leading to retention. Also, use this conversation as the platform
for your teaching the next day. Return to prior teaching points periodically to solidify understanding and
promote long-term retention (referred to as spaced-learning).
Bedside Teaching: You may be concerned or anxious about bedside teaching and how you will be able to impart
knowledge. Consider some of the following myths and facts about bedside teaching as you start incorporating teaching
in your role as a resident.
Takes too long Bedside rounding does not take any longer than walk
rounding
Medical Procedures
Dr. Christopher Smith is a general internist in the Division of General Medicine and Primary Care at
Beth Israel Deaconess Medical Center and an Associate Professor of Medicine at Harvard Medical School. Dr. Smith
completed the Rabkin Fellowship in Medical Education at the Shapiro Institute for Education and Research and Harvard
Medical School. He is the Director of the Internal Medicine Residency Program at BIDMC, and the Director of the Clinician
Educator Track for residents.
Dr. Daniel Ricotta is an academic hospitalist at Beth Israel Deaconess Medical Center and Instructor in
Medicine at Harvard Medical School. Dr. Ricotta is currently a Rabkin Fellow in Medical Education at the Shapiro Institute
for Education and Research and Harvard Medical School.