Titlebook: Handbook of Clinical Teaching; Somnath Mookherjee,Ellen M. Cosgrove Book 2016 Springer International Publishing Switzerland 2016 bedside t

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How to Optimize Teaching by Using Observation and Feedback,s. Structured, objective, and immediate feedback is essential to improve teaching. Peer observation and feedback, when done correctly, can meet this need. This chapter provides a practical observation framework, summarizes key aspects of systematic observation, and describes a simple method to give

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How to Use Learning Preferences to Optimize Teaching Effectiveness,f preferences, strategies, and strengths for teaching. While it is conceptually attractive to imagine that simply matching “learning styles” and “teaching styles” will lead to better educational outcomes, this conclusion is not supported by the available research. Rather, understanding learning and

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How to Effectively Teach Millennials: Understanding Intergenerational Factors,endous growth of new technologies has had an enormous effect on generations and consequently their teaching and learning styles. Add to that the advent of today’s social connectedness and you have the basis for one of the key challenges of medical education today: a new generation of learners called

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How to Use Reflective and Deliberate Practice to Maximize Learning, first two components—stopping and assessing—constitute reflective practice. Reflective practice, in turn, falls into three equally important domains. The first domain is cognitive awareness: awareness of what you know and don’t know. The second domain is procedural: what kind of technical skills do

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How to Give a Great PowerPoint Presentation,, a consistent and well-organized structure, and appropriate slide design. Educators can greatly enhance the quality of their presentations with thorough consideration of each of these fundamental areas as they prepare their presentation.

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How to Teach at the Bedside,or both learners and patients, remain profound and worthy of our efforts to resurrect this practice. At the bedside, the attending physician is charged with diagnosing the patient, then diagnosing the learner, and finally teaching. Many attending physicians are uncomfortable with bedside teaching—an

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How to Teach Beginning Students in the Clinical Setting,nal identity, and comfort in the clinical environment. To effectively teach beginning medical students, supervising physicians can maximize the effectiveness of shadowing experiences, teach digestible clinical pearls, engage patients and other members of the healthcare team as teachers, and arrange

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How to Teach Medical Students in an Ambulatory Clinic,nt clinic seem challenging. There are several strategies that can facilitate effective student education uniquely applicable to outpatient clinics. With thoughtful preparation and implementation, a preceptor can create an atmosphere that fosters medical student education in a way which is rewarding