Clinical Training
and
COACH’ing Model
Which factors may adversly effect clinical
teaching?
The method used to overcome these
potential problems is called COACHING
OBJECTİVES
• At the en of this session, the participants
should be able to;
– Describe the difference of skills training,
– Explain the (coach) model,
– List principles of feedback
– Explain the features of an effective coach.
BASICS OF MEDICAL EDUCATION
COGNITIVE
Knowledge
Attitude
APPLICATION
(Skills)
Communication
Motor (hand)
Intellectual (decision)
5
APPLICATION PROCESS / CLINICAL SKILLS
1.
•
•
2.
•
•
•
3.
Communication
History
Counseling/Patient education
Motor
Physical exam
Diagnostic tests
Interventions
Intellectual
• Interpretation of tests
• Decision process/problem solving
• Behavioral change/problem solving
History taking
Family planning
Abdominal exam
Peripheral smear
IV injections
ECG interpretation
Algorithmic approach
Algorithmic approach
6
What should be the method of
skills training?
7
• Knowledge
• Attitude
• Skills
Lectures, presentations,
small group work
Small group discussions
role play, video
Practical training
Role play
8
Skills training-the participant
• Observation
• Practice
• Experience
9
CLINICAL TEACHING/
COACH MODEL
10
COACH
•
•
•
•
•
C
O
A
C
H
lear Performans Model – Role Model
penness to Learning – Education environment
ssess Performance – Continuous assessment
ommunication – Listen, understand
elp and Follow Up – Plan and follow up
11
COACH
•
•
•
•
•
C
O
A
C
H
lear Performans Model – Role Model
penness to Learning – Eğitim Ortamı
ssess
Performance
– Sürekli
değerlendirme
What
kind of role
model?
ommunication – Dinle, anla
elp
and
Follow
Up
–
Plan
yap,
takip
et
•Master in practice
•Allows observation
•Standards of practice are known/clear
12
COACH
•
•
•
•
•
C
O
A
C
H
What
kind of educational
environment?
lear
Performans
Model – Rol Model
penness to Learning – Educational environment
ssess Performance – Sürekli değerlendirme
Motivating/positive
learning
ommunication
– Dinle,
anla environment
elp and Follow Up – Plan yap, takip et
•Provides Security
•Psychological and social
•External resources enough
13
COACH
•
•
•
•
•
C
O
A
C
H
lear
Performans
Model
–
Rol
Model
What kind of assessment?
penness to Learning – Eğitim Ortamı
ssess Performance – Continuous assessment
Continuous, primarily
ommunication
– Dinle,formative
anla
elp and Follow Up – Plan yap, takip et
•Measuring target behaviours
(assessment guidelines)
•Giving feedback
•Known competency level
14
Assessment guidelines
WHEN TO GIVE FEEDBACK?
• Before practice: feedback for the previous session
• During practice
• After feedback
16
Why is feedback important to
the learner?
• Clarifies goals and expectations
• Reinforces good performance
• Provides a basis for correcting mistakes
(formative assessment)
• Serves as a reference point for ultimate
(summative) evaluation at the conclusion of the
educational programme
Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).
Why is feedback important to
the learner?
• Offers insight into actual performance and
consequences versus what the learner thought or
intended
• Reduces reliance on self-validation
• Reduces anxiety and insecurity about
performance
• Demonstrates interest about the learner as a
person
• Promotes two-way communication
• Provides guidance
Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).
Important principles of feedback
• Feedback should be:
• Timely, frequent and expected by both teacher and
learner
• Based onfirst-hand data: personal observation by the
teacher
• Labelled clearly as feedback so the learner has no
doubt about receiving feedback
• Descriptive: not evaluative
• Constructive
• Specific, including examples not generalizations
• Nonjudgemental
Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).
Important principles of feedback
• Feedback should be:
• Balanced, giving positives and negatives
• Objective, focused on behaviour, performance, and not on
personality traits
• Directed to behaviour that can be changed
• Selective: addressing one or two key issues
• Focused on helping the learner come to a better
understanding of the problem and ways in which he or she
can address it more effectively
• Monitored to the learner’s temperament, personality and
response
• Two-way process between learner and teacher
• Designed to address decisions and actions
Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).
Feedback examples
Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).
COACH
•
•
•
•
•
C
O
A
C
H
To understand
lear
Performans Model – Rol Model
•active listening
penness
to Learning – Eğitim Ortamı
•empathic
listening
ssess Performance – Sürekli değerlendirme
•ask
questions
ommunication – Listen, understand
elp and Follow Up – Plan yap, takip et
What kind of communication?
22
COACH
For full-learning
•During the training practice
C lear
Performans
Model
– Rol Model
•After
the training
practice
•Planto Learning – Eğitim Ortamı
O penness
•Apply
A ssess
Performance – Sürekli değerlendirme
•Follow Up– Dinle, anla
C ommunication
•
•
•
•
• H elp and Follow Up – Plan, follow up
What kind of help?
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AN EFFECTIVE COACH'S CHARACTERISTICS :
•
•
•
•
•
•
EXPERT of teach the knowledge and skills
ENCOURAGE participants to learn new things
COMMUNİCATE effectively.
provides effective FEEDBACK when needed
gives importance to the APPLİCATİON
not the superior status (inaccessibility) , working
with his colleagues position.
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Summary:
– What is the difference of skills training?
– Explain the (coach) model,
– What are some principles of feedback?
– Explain the features of an effective coach.
25
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coach model