THE ED PLYMOUTH
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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. 
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
  • 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
Middlegrades, juniors and ACPs will be informed that they will be expected to have a topic ready for every shift they start at 8am. We will need to give them some time to prepare, so it may be that this is lead by the consultant whilst the process is embedded in our culture.

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:
  1. it specifies the clinical problem that generated the question;
  2. it states the question, in all of its key elements;
  3. it specifies who is responsible for answering it;
  4. it reminds everyone of the deadline for answering it (taking into account the urgency of the clinical problem that generated it);
  5. it reminds everyone of the steps of searching, critically appraising, and ultimately relating the answer back to the patient.
Forming questions is the essential initial step in learning how to practice EBM. As such, it ought to be central to the everyday care of patients.
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
File Size: 422 kb
File Type: pdf
Download File

Reference: ​ktclearinghouse.ca/cebm/practise/formulate/eduprescriptions
Picture
  • Home
    • About us >
      • Accommodation in Plymouth
      • Contact us
    • TUEC >
      • Timeline
      • Current drawings
    • ED_Design
  • COVID-19
  • Wellbeing
  • Academic
    • Who are we?
    • Live Studies
    • Why academic EM?
    • In the literature
    • Derribets
  • Education
    • Simulation
    • Derrifoam Blog >
      • Get involved
      • FOAM
    • Education Faculty >
      • Core Education guide
    • Induction >
      • MG doctor induction >
        • CT3 in Emergency Medicine
        • Clinical Fellow in EM & Medical Education
      • Junior doctor induction
    • Core education >
      • non-accs
      • accs
    • Higher specialist education
    • Nursing education
    • Practitioner education
  • Clinical
    • EM Induction