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.
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
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
Purposeful observation - feedback - assessment
- Understand purposeful vs. opportunistic observation
- Use the micro feedback structure to deliver feedback
- Translate observation and feedback into meaningful assessment
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
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
- 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
- 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)
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
- 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