Clinical Preceptors: Tips for Effective Teaching With Minimal Downtime. Seim, HC & Johnson, OG. Provides a set of practical tips for the community-based teacher to help make clinical instruction of students more efficient. Discusses the need for orientation, setting clear expectations, providing constructive feedback, including students in activities outside the clinical setting and being a role model. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

Developing the Teaching Instinct Modules. National Health Service Education for Scotland. A set of PDF-based modules on clinical teaching covering the following topics: Aims & Objectives, How to Teach in an Ambulatory Care (Outpatient) Teaching Centre, Appraisal, Assessment, How to Teach in the Clinical Skills Centre, Facilitating Learning, Feedback, Learning Contracts, Mentoring, Needs Assessment, Questioning and Listening, Small Group Learning, and Supervision

Educational Monographs. Ohio University - College of Osteopathic Medicine. A series of monographs designed to enhance the preceptoring and teaching skills of clinical faculty. Topics include: The One Minute Preceptor, Integrating the Learner into the Busy Office, Setting Expectations, Teaching at the Bedside, Dealing with the Difficult Learning Situation, The Effective Preceptor, and Evaluation: Making it Work. Each monograph includes self-assessment questions.

Effective and Efficient Strategies for Teaching in the Ambulatory Setting. Irby, DM. Most clinical teaching takes place in the context of busy clinical practice where time is at a premium. Microskills enable teachers to effectively assess, instruct, and give feedback more efficiently. This paper outlines the five basic step involved: 1. Get a commitment; 2. Probe for underlying reasoning; 3. Provide positive feedback; 4. Teach general rules; and 5. Correct errors.

Effective Teaching in the Clinical Setting. Quirk, M.. A short Flash-based presentation that covers the following topics: Motivating the learner, Organization, and Interacting purposefully. Includes video clips of representative techniques.

Expert Preceptor Interactive Curriculum. University of North Carolina - School of Medicine. The Expert Preceptor Interactive Curriculum (EPIC) is a faculty development program in clinical teaching for community practitioners who serve as preceptors to health professions students. Provides 10 on-line learning modules that can be completed for continuing education credit. Modules include: Effective Teaching in the Community Practice; Evaluating Performance and Giving Feedback; Teamwork in Health Care; Information Technology; Evidence-Based Practice; Clinician-Patient Relationships; Changing Environment: Managing Care; Health Promotion/Disease Prevention and Working with the Community.

Get Out of My Office. Lyons, P. The clinical experience remains the cornerstone of community-based medical education. With a little creativity, physicians can construct a unique educational experience that provides students with skills and knowledge in many aspects of clinical care that they might not see in a traditional community-based experience. The author describes several methods that allow students to broaden their experience while allowing busy physicians to avoid the 'Get out of my office' syndrome. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

Microskills of the One-Minute Preceptor. Miser, WF. Reviews and apples the five microskills for ambulatory teaching (Neber JO, et al: A five-step "microskills" model of clinical teaching. J Am Board of Fam Pract 1992; 5:419-24), used to provide a logical framework that (a) encourages students to become active learners and that (b) allows you to identify the learning needs of the students and to teach them based on those needs.

Office-Based Teacher. Society of Teachers of Family Medicine. Provides physicians involved in community-based teaching with access to the full Office-Based Teacher Series (1996 to present), published regularly in Family Medicine. Each column provides usable knowledge presented in a readable, enjoyable format.

One to one teaching and feedback. Gordon, J. Full text of British Medical Journal article on this topic (BMJ 2003; 326: 543-545), from the ABC of learning and teaching in medicine series (clinical reviews).

Preceptor Development Program. Mountain Area Health Education Center. Provides downloadable modules for both preceptors and faculty administrators/developers. Modules include: Teaching in the Busy Practice, Effective Preceptor Feedback, Setting Expectations, Evaluation, Teaching and Learning Styles, Difficult Learning Situation - Prevention, Difficult Learning Situation - Management, Teaching at the Bedside, and the One Minute Preceptor.

Preceptor Development Program. Southern New Hampshire Area Health Education Center. Provides resources and training in various topics of interest to preceptors and links to other sites of interest. Includes a set of modules adapted from those developed by The Mountain Area Health Education Center in Asheville, North Carolina. Module topics include: Feedback; Integrating the Learner in the Busy Practice; Effective Preceptor; Setting Expectations; Evaluation; Teaching Styles, Learning Styles; Preventing Difficult Learning Situation; Managing Difficult Learning Situation; and the One Minute Preceptor.

Simple Precepting Tools. Dartmouth Medical School - Office of Community-Based Education and Research. A succinct guide for preceptors that outlines the following topics: Orienting learners to the practice setting, the One minute preceptor, Constructive feedback, Tips on introducing learners to patients, Two-minute technique for observing learner, Five-step method for teaching clinical skills, and Priming learners for patient encounters.

Strategies in Clinical Teaching - Teaching Modules. University of Kansas School of Medicine - Wichita. A series of frame-based tutorial modules on clinical teaching from the University of Kansas School of Medicine, Wichita. Module topics include: Community-Based Teaching Benefits; Strategies for Teaching in a Busy Practice; The Precepting Microskills; Observation and Feedback; Bedside Teaching; What is Evidence-Based Medicine?; Teaching Evidence Based Medicine; and the Ten-Minute Talk - Quick, Painless, and Effective.

Teaching on the Run Tips. Medical Journal of Australia. Provides links to the MJA's excellent set of 12 brief articles covering the following clinical education topics: doctors as teachers; educational guides for teaching in a clinical setting; planning a teaching episode; teaching with patients; teaching a skill; determining competence; effective use of questions; assessment and appraisal; in-training assessment; giving feedback; the junior doctor in difficulty; and planning for learning during clinical attachments.

Teaching Skills for Residents. Mount Sinai School of Medicine - Institute for Medical Education. An excellent handout that supports a one day workshop for residents designed to enhance their teaching skills. Topics include Goal Setting; Adult Learning Theory; using the R-I-M-E model (Reporter - Interpreter - Manager - Educator) to Diagnose Learners; Questioning as a Teaching Tool; The 5 Microskills of Clinical Teaching; and Giving Feedback.

Teaching Skills Needs Assessment. Michigan State University College of Human Medicine. A simple self-assessment of teaching skills. Compares the self-importance of teaching-related skills to one's current skills level on scales related to setting, specific teaching abilities and selected content areas.

Teaching Techniques in the Clinical Setting - The Emergency Medicine Perspective. Society for Academic Emergency Medicine. Reviews various ways to improve clinical teaching of medical students during an emergency medicine (EM) clerkship. Topics include: Teaching procedural skills to medical students; Student case presentations; Clinical teaching styles; Qualities of an effective clinical teacher and role model; Evaluation of clinical teaching; and Barriers to effective clinical teaching

Teaching Tips. Association of Professors of Gynecology and Obstetrics. Offers 20 tips to help medical educators improve their teaching. Topics include: Habits are Habit-Forming; The Bedside is the Best Side for Teaching; A Friendly Little Game, Anyone?; Teach by Example; What Are Your Withholdings?; Experience is the Best Teacher...; Trust the Force, Luke; RIME With Reason; Practice Makes Perfect (Sense); Do You Have a Teaching Mission Statement?; Are You Watchable?; Improve Your Teaching Through Reflection: A "Below-Par" Example; Have the Learner Present in Front of the Patient; Question Your Questioning; Thinking Out Loud; Videotape Yourself; Are You Changing Their Behavior?; Do They Know What They Don't Know?; Switch Gears After 15 Minutes; and Priming the Learner

Ten Tips for Effective Teaching. Orientale, E. Provides a 'Top 10 List' of do's and don'ts for working with physicians in training, with a brief discussion of each. Among the Do's are: Be a Role Model and Mentor, Teach Learning and Listen to the Student. Among the Don't are: Avoid Salesmanship and Don't Be Too Busy. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

The Effective Use of Questioning in Clinical Teaching. McMaster University - Program for Faculty Development. A 1-page summary that addresses the purpose of asking students questions, questions types and levels, pitfalls of questioning, effective questioning strategies, and dealing with learner responses.

The One Minute Preceptor: 5 Microskills for One-On-One Teaching. Ohio University - College of Osteopathic Medicine. Describes the steps involved in the one-minute preceptor model of clinical teaching and explains how each step fosters effective and efficient teaching and how clinicians can integrate the model into their clinical teaching. Based on a monograph developed by the Mountain AHEC Office of Regional Primary Care Education, Asheville, North Carolina.

Topics Pertaining to Teaching Skills. Madigan Army Medical Center - Faculty Development Resource Center. A selection of teaching skills topics, most provided as both text documents (usually in lecture outline format) and PowerPoint presentations. some provided Topics include: After-Clinic Conferences; Evaluating Curriculum Effectiveness; Dynamic Lectures; Identifying and Diagnosing the Learner with Difficulties; The Learning Contract; The Learning Needs Assessment; Facilitating Lifelong Learning; Mentors and Proteges; Dealing with Resident Mistakes; Resident Evaluation; Small Group Teaching; Teaching Procedures; Test-Taking Strategies; and Ward Attending Skills.

Tough Talk: A Toolbox for Medical Educators. Fryer-Edwards, K.. A resource developed for medical educators teaching ethics and communication. Sections includes Common teaching challenges plus tips for recovering from them; Optimizing small group dynamics; Providing effective, honest feedback; Helping clinicians develop and operationalize personal learning goals; and Motivating engagement and self-assessment in reluctant participants.