Morning Micro teach (MMT)
Starting on Monday 20th Feb 2017 we will be guaranteeing
5 minutes of clinically focused teaching after the business component of handover has completed
MONDAYS - THURSDAYS.
5 minutes of clinically focused teaching after the business component of handover has completed
MONDAYS - THURSDAYS.
The content should come from the entire team, but the safety net if nobody has anything to say and the accountability for it happening will rest with the CDU consultant.
This teaching should be relatively informal, verbal or flipchart etc and restricted to 5 minutes and pitched at the whole audience (Student/ANP/FY/ST/ HST).
The session can take form of
The session can take form of
- calling in an Education Prescription (see more details below)
- elaborating on a patient discussed during handover
- this may be a minors or majors patient
- this may be reviewing an xray with either interesting findings or discussing management options
- this may be focussed on the management of a specific condition
- the CDU consultant providing an impromptu micro teach on any chosen / pet topic
Education Prescription
Good questions are the backbone of both practising and teaching EBM, and patients serve as the starting point for both. The challenge to the teacher is to identify questions that are both patient-based (arising from the clinical problems of a real patient under the learner's care) and learner-centred (targeted at the learning needs of this learner).
One of the most important aspects of this task is asking focused clinical questions, Once you and your learner/s have formulated an important question, how are you going to keep track of it and follow its progress towards a clinically useful answer? It may be just one of several questions you formulate during a single encounter, and it may not be answered for days. One tactic used for keeping track is the use of educational prescriptions (Rx), which help both teachers and learners in five ways:
SO, whenever you are discussing a patient with another clinician and questions arise, hand out an EDUCATION PRESCRIPTION. (there will be paper copies in the drawers next to the FC seat)
One of the most important aspects of this task is asking focused clinical questions, Once you and your learner/s have formulated an important question, how are you going to keep track of it and follow its progress towards a clinically useful answer? It may be just one of several questions you formulate during a single encounter, and it may not be answered for days. One tactic used for keeping track is the use of educational prescriptions (Rx), which help both teachers and learners in five ways:
- it specifies the clinical problem that generated the question;
- it states the question, in all of its key elements;
- it specifies who is responsible for answering it;
- it reminds everyone of the deadline for answering it (taking into account the urgency of the clinical problem that generated it);
- it reminds everyone of the steps of searching, critically appraising, and ultimately relating the answer back to the patient.
SO, whenever you are discussing a patient with another clinician and questions arise, hand out an EDUCATION PRESCRIPTION. (there will be paper copies in the drawers next to the FC seat)
Example:
| edu_prescription.pdf |
