{"product_id":"how-to-teach-in-clinical-settings-isbn-9781118620939","title":"How to Teach in Clinical Settings","description":"\u003cp\u003e\u003ci\u003eHow to Teach in Clinical Settings\u003c\/i\u003e is a practical guide to support all doctors wishing to develop their skills in clinical teaching and supervision.\u003cbr\u003e\u003cbr\u003eIt provides hands on strategies to address common problems such as giving critical feedback effectively and teaching mixed-level groups. It gives guidance on the particular challenges of teaching in clinical settings including the need to manage teaching with service provision, to engage patients, motivate students, and to judge the balance of support and independence appropriate for each trainee.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eHow to Teach in Clinical Settings\u003c\/i\u003e is invaluable for all doctors involved in teaching and training at any stage of their career. It is also useful and accessible to medical students who increasingly need to consider and develop their own teaching skills as part of their career progression.\u003c\/p\u003e  \u003cp\u003eAcknowledgements ix\u003c\/p\u003e \u003cp\u003eIntroduction xi\u003c\/p\u003e \u003cp\u003eChapter 1 Creating an effective learning environment 1\u003c\/p\u003e \u003cp\u003ePractical ways to create an environment conducive to learning 4\u003c\/p\u003e \u003cp\u003eDesign of clinical placements 6\u003c\/p\u003e \u003cp\u003eContinuity between learners teachers and patients 8\u003c\/p\u003e \u003cp\u003eTeaching and learning resources 9\u003c\/p\u003e \u003cp\u003eThe teaching climate 9\u003c\/p\u003e \u003cp\u003eWhat makes a good clinical teacher? 10\u003c\/p\u003e \u003cp\u003eInvolving patients in teaching 11\u003c\/p\u003e \u003cp\u003eInvolving other disciplines in teaching 13\u003c\/p\u003e \u003cp\u003eSome principles of effective clinical teaching 15\u003c\/p\u003e \u003cp\u003eUseful strategies for clinical teaching 15\u003c\/p\u003e \u003cp\u003eFive tips for clinical teaching which do not take time or money 17\u003c\/p\u003e \u003cp\u003eReferences 17\u003c\/p\u003e \u003cp\u003eChapter 2 Teaching in clinical contexts 19\u003c\/p\u003e \u003cp\u003eTeaching on ward rounds 19\u003c\/p\u003e \u003cp\u003eGeneral principles 19\u003c\/p\u003e \u003cp\u003eUseful strategies 21\u003c\/p\u003e \u003cp\u003eWhat you teach unwittingly 23\u003c\/p\u003e \u003cp\u003eThe psychiatric ward round 25\u003c\/p\u003e \u003cp\u003eHandover meetings board rounds and bench rounds 26\u003c\/p\u003e \u003cp\u003eBedside teaching 29\u003c\/p\u003e \u003cp\u003ePreparation 29\u003c\/p\u003e \u003cp\u003eStructure for bedside teaching 30\u003c\/p\u003e \u003cp\u003eFeedback at the bedside 34\u003c\/p\u003e \u003cp\u003eExamination practice at the bedside 36\u003c\/p\u003e \u003cp\u003eTeaching in clinics 38\u003c\/p\u003e \u003cp\u003eGeneral principles 38\u003c\/p\u003e \u003cp\u003eSupervising trainees in parallel clinics 40\u003c\/p\u003e \u003cp\u003eEffective questioning on presented cases 41\u003c\/p\u003e \u003cp\u003eSeeing the patient together 42\u003c\/p\u003e \u003cp\u003eSupervising students or trainees who are supernumerary 43\u003c\/p\u003e \u003cp\u003eTeaching in the Accident and Emergency department 46\u003c\/p\u003e \u003cp\u003eTeaching the interpretation of images\/specimens 47\u003c\/p\u003e \u003cp\u003eTeaching in theatre 49\u003c\/p\u003e \u003cp\u003eGeneral principles 50\u003c\/p\u003e \u003cp\u003eUseful strategies 50\u003c\/p\u003e \u003cp\u003eTeaching practical skills 56\u003c\/p\u003e \u003cp\u003eOn-call\/remote teaching 60\u003c\/p\u003e \u003cp\u003eTeaching patients 62\u003c\/p\u003e \u003cp\u003eTeaching other disciplines 64\u003c\/p\u003e \u003cp\u003eFurther reading on clinical teaching 65\u003c\/p\u003e \u003cp\u003eReferences 66\u003c\/p\u003e \u003cp\u003eChapter 3 Workplace-based assessment and feedback 67\u003c\/p\u003e \u003cp\u003eThe workplace-based assessments\/supervised learning events 67\u003c\/p\u003e \u003cp\u003eUsing the tools effectively 69\u003c\/p\u003e \u003cp\u003eCase-based discussion 71\u003c\/p\u003e \u003cp\u003eThe mini-clinical evaluation exercise (Mini-ACE in psychiatry) 73\u003c\/p\u003e \u003cp\u003eDirectly observed procedural skills 75\u003c\/p\u003e \u003cp\u003eMulti-source feedback (MSF) 77\u003c\/p\u003e \u003cp\u003eTeaching observation tools 79\u003c\/p\u003e \u003cp\u003eGiving feedback 81\u003c\/p\u003e \u003cp\u003eGiving negative feedback 81\u003c\/p\u003e \u003cp\u003eGeneral principles of feedback 82\u003c\/p\u003e \u003cp\u003eUseful strategies for giving feedback 82\u003c\/p\u003e \u003cp\u003eFeedback models and structures 85\u003c\/p\u003e \u003cp\u003eFurther reading on assessment and feedback 89\u003c\/p\u003e \u003cp\u003eReferences 90\u003c\/p\u003e \u003cp\u003eChapter 4 Common problems in clinical teaching 91\u003c\/p\u003e \u003cp\u003eBalancing teaching and service demands 91\u003c\/p\u003e \u003cp\u003ePitching teaching at the right level  94\u003c\/p\u003e \u003cp\u003eDealing with complaints and clinical incidents 96\u003c\/p\u003e \u003cp\u003eAd hoc teaching 100\u003c\/p\u003e \u003cp\u003eTeaching people at different levels together 101\u003c\/p\u003e \u003cp\u003eTeaching older or more experienced colleagues 103\u003c\/p\u003e \u003cp\u003eEngaging the quiet or reluctant learner 104\u003c\/p\u003e \u003cp\u003eThe difficult consultation 106\u003c\/p\u003e \u003cp\u003eTeaching multiple students 107\u003c\/p\u003e \u003cp\u003eTeaching trainees with no interest in your speciality 108\u003c\/p\u003e \u003cp\u003eReferences 109\u003c\/p\u003e \u003cp\u003eChapter 5 Next steps 110\u003c\/p\u003e \u003cp\u003eDeveloping as a teacher 110\u003c\/p\u003e \u003cp\u003eEvaluating your teaching 111\u003c\/p\u003e \u003cp\u003eUseful resources 115\u003c\/p\u003e \u003cp\u003eAppendix Glossary of assessment tools 118\u003c\/p\u003e \u003cp\u003eIndex 119\u003c\/p\u003e \u003cp\u003eMary Seabrook, Medical Education Consultant, London, UK\u003c\/p\u003e \u003cp\u003e\u003ci\u003eHow to Teach in Clinical Settings\u003c\/i\u003e is a practical guide to support all doctors wishing to develop their skills in clinical teaching and supervision.\u003cbr\u003e\u003cbr\u003eIt provides hands on strategies to address common problems such as giving critical feedback effectively and teaching mixed-level groups. It gives guidance on the particular challenges of teaching in clinical settings including the need to manage teaching with service provision, to engage patients, motivate students, and to judge the balance of support and independence appropriate for each trainee.\u003cbr\u003e\u003ci\u003e\u003cbr\u003eHow to Teach in Clinical Settings\u003c\/i\u003e is invaluable for all doctors involved in teaching and training at any stage of their career. It is also useful and accessible to medical students who increasingly need to consider and develop their own teaching skills as part of their career progression.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989385560293,"sku":"NP9781118620939","price":47.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118620939.jpg?v=1761783906","url":"https:\/\/k12savings.com\/es\/products\/how-to-teach-in-clinical-settings-isbn-9781118620939","provider":"K12savings","version":"1.0","type":"link"}