Dealing with the Difficult Learning Situation. Ohio University - College of Osteopathic Medicine. Emphasizes the importance of early detection of student learning problems. Describes an organized approach to the assessment and initial management of challenging teacher/learner interactions, and outlines a strategy for the prevention of problem interactions. Based on a monograph developed by the Mountain AHEC Office of Regional Primary Care Education, Asheville, North Carolina

Dealing With the Problem Learner. Kahn, NB. When the relationship between the teacher and learner is less than smooth, the teacher has a unique opportunity to adequately identify the nature of the problem and begin potentially effective interventions. A successful intervention with a learner who is having problems can be one of the most rewarding experiences for the teacher and critical experience for the learner. Reviews common categories of problems occurring between teachers and learners, how to identify and address them and what to do if the problem persists. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine

Managing the Difficult Learning Situation. Langlois, JP & Thach, S. Recommends the SOAP format (Subjective - Objective - Assessment - Plan) be used to help manage difficult learning situations. Describes various cognitive, affective, valuative, environmental and medical 'diagnoses' of learning difficulties and outlines various approaches to intervention. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine

Pitfalls of Precepting. Toffler, WL, Taylor, AD & Schludermann, P. Discusses several common pitfall in the precepting process, including: precepting a student when you are overcommitted and stressed., hesitating to discuss mutual expectations, trying to teach too much, having students see everything you do, making assumptions about your students knowledge, failing to review your students work or assess his/her competence, assuming that documentation by students is adequate or appropriate, and hesitating to mention issues that are a source of significant annoyance. From the column "For the Office-Based Teacher of Family Medicine," Fam Med 2001:33(10):730-1.

Preventing the Difficult Learning Situation. Langlois, JP & Thach, S. Many potentially difficult situations can be prevented by setting expectations, giving feedback, and providing thoughtful, ongoing evaluation. Other issues can be detected early by being alert for, and paying attention to, hunches and clues that may indicate a subtle or developing issue. At times, despite everyone's best intentions, a significant problem may occur, and help is required. Attention to all levels of prevention in clinical education can improve the experience for both learner and preceptor. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

The Difficult Learning Situation: Assessment Framework. McMaster University - Program for Faculty Development. A handy 1-page outline describing the potential sources of problems in clinical education categorized by type (knowledge & skills, professional behavior/attitude, personal/health-related) and source (learner, teacher, system).

The Difficult Learning Situation: Assessment Process. McMaster University - Program for Faculty Development. A useful form designed to help define problematic clinical learning episodes and assist in their resolution.

The Difficult Teaching Situation. Benzie, D. Although most community teaching experiences are positive, there are occasional circumstances where a difficult situation arises or a specific student conflict develops. Sources of potential problems include: 1) the individual student, 2) the teacher-student interactions or teaching style, 3) the environment, or 4) curricular expectations. The author discusses each problem category and offers both preventive and corrective solutions. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.