N*62 Seminar

Foundational skills seminar for medical educators.

November 16, 2019 

Yellowknife, NWT

N*62 agenda at a glance

Join your colleagues as we explore critical topics in medicine. 

rural medicine

Setting up for success, orienting the learner to the rural environment

  • Establish personalized learning goals for the day
  • Understand the experience in the room
  • Establish a safe learning environment
clinical reasoning

Teaching clinical reasoning

  • Understand the role of orientation in the overall sucess of a learning experience.
  • List the elements of an effective orientation
  • Use the orientation framework to develop a strategy to orienting learners in your specific setting
doctor observing

Purposeful observation - feedback - assessment

  • Understand purposeful vs. opportunistic observation 
  • Use the micro feedback structure to deliver feedback
  • Translate observation and feedback into meaningful assessment
Chest compression

Teaching hands on skills; the Peyton technique

  • Understand the elements of the Peyton technique
  • Use the Peyton technique to teach a skill to a colleague
  • Identify elements of practice where the Peyton technique could be useful
technology

Teaching with technology

  • Common technology resources used in day to day clinical practice are reviewed
  • Strategies for using tech resources during clinical teaching are reviewed
  • Importance and challenges of tech in rural and remote settings are highlighted
Clinical courage

Clinical courage

  • What is clinical courage and why is it so important for rural and remote care
  • How can clinical courage be fostered and taught
  • How can clinical courage be supported by health systems.
Differential diagnosis of the learner in difficulty

Differential diagnosis of the learner in difficulty

  • Know how to recognize a learner in difficulty
  • List common reasons for learner difficulty
  • Use a differential diagnosis approach to discuss a learner in difficulty (using a video stem)
teach

Teacher vs. Mentor vs. Coach

  • Know the differences between teacher/mentor/coach
  • Understand each as part of an overall strategy of supporting the learner
  • Use examples of teacher/mentor/coach from their own lives to understand the strengths and limitations of each role
Building a teaching community

Building a teaching community

  • Participants are able to give examples of when a community approach is useful in teaching
  • The power of a community in addressing challenging teaching problems is discussed
  • Participants identify the key elements they must have in a teaching community