Using the F ive Mic roskills to F a c ilita te L e a rning - - PowerPoint PPT Presentation

Using the F ive Mic roskills to F a c ilita te L e a rning in the Clinic a l Se tting

De nnis Ba ke r, Ph.D. db a ke r c o nsulting

I ha ve no thing to disc lo se .

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T

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RI ME Mo de l 5 Mic ro skills Mo de l Ma king the Mic ro skills Mo de l Wo rk

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5 Mic ro skills Mo de l One Minute Pre c e pto r

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Obje c tive s

• 1. De sc rib e the ro le s stude nts pla y in the c linic a l se tting via

the RI ME Mo de l.

• 2. De sc rib e the 5 Mic ro skills c linic a l te a c hing mo de l.
• 3. De sc rib e ho w utiliza tio n o f Wa it-time fa c ilita te s suc c e ssful

use o f the 5 Mic ro skills

• 4. I

de ntify b a rrie rs to using the 5 Mic ro skills a nd sta te so me stra te g ie s fo r o ve rc o ming the b a rrie rs.

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Stude nt le a rning is o ptimize d b y:

• 1. E

ng a g ing with pa tie nts a nd thinking a b o ut the de ta ils

• f tha t e ng a g e me nt.
• 2. E

ng a g ing with physic ia n te a c he rs a b o ut tho se pa tie nts.

• 3. E

ng a g ing in me ta c o g nitive pro c e sse s re la tive to ite ms 1 & 2. 6

RIME Mode l

1. Re po rte r 2. Inte rpre te r 3. Ma na g e r 4. Educ a to r

https:/ / vime o .c o m/ 76308600 Pa ng a ro L . A ne w vo c a b ula ry a nd o the r inno va tio ns fo r impro ving de sc riptive in- tra ining e va lua tio ns. Ac a d Me d 1999;74(11):1203-7.

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Sc e na rio A

• Stude nt: I

just sa w Ms. Jo ne s, …….

• Pre c e ptor: Wha t a re he r vita l sig ns?
• Stude nt: T

e mp is 39 de g re e s Ce ntig ra de . Re spira to ry ra te is 24……….

• Pre c e ptor: Is he r c oug h produc tive of sputum? If so, wha t doe s it look

like ?

• Stude nt: She ha s a pro duc tive c o ug h. T

he sputum is rusty b ro wn.

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Sc e na rio B

• Stude nt: I

just sa w Ms. Jo ne s, …….

• Pre c e ptor: Wha t do you think is g oing on?
• Stude nt: She lo o ks ve ry sic k. I

’ m thinking she ma y ha ve pne umo nia .

• Pre c e ptor: Wha t le a ds you to tha t c onc lusion?
• Stude nt: She ha s a te mpe ra ture o f …………

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5 Mic roskills

• 1. Ge t a c o mmitme nt
• 2. Pro b e fo r suppo rting

e vide nc e (unde rlying re a so ning )

• 3. Re info rc e c o rre c t thinking
• 4. Co rre c t E

rro rs

• 5. T

e a c h a g e ne ra l rule

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Ne he r, JO, Go rdo n, K C, Me ye r B, Ste ve ns, N. A F ive -Ste p Mic ro skills Mo de l o f Clinic a l T e a c hing . J AM Bo a rd F a m Pra c t 1992; 5(4):420-1

Vide o E xa mple of Mic roskills

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• 1. Ge t a c o mmitme nt
• 2. Pro b e fo r suppo rting

e vide nc e (unde rlying re a so ning )

• 3. Re info rc e c o rre c t thinking
• 4. Co rre c t E

rro rs

• 5. T

e a c h a g e ne ra l rule

Va lue of the Mic roskills Mode l

• 1. He lps ma ke s stude nt re a so ning pro c e ss e xplic it
• 2. He lps stude nt think a b o ut his/ he r thinking

(Me ta c o g nitio n)

• 3. He lps stude nt with o rg a niza tio n skills
• 4. He lps stude nt se lf-a sse ss

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• Wha t do yo u think is g o ing o n?
• Wha t la b te sts do yo u think a re indic a te d?
• Wha t do yo u wa nt to do fo r this pa tie nt?

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• 1. Ge t a Co mmitme nt
• 2. Pro b e fo r Suppo rting E

vide nc e (unde rlying re a so ning )

• Wha t finding s le d you to tha t c onc lusion?
• Why wo uld yo u c ho o se tha t pa rtic ula r me dic a tio n?
• Wha t e lse did yo u c o nside r in yo ur diffe re ntia l?

• Whe n this ha ppe ns the b e st rule to fo llo w is………

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• 5. T

e a c h a Ge ne ra l Rule

• 3. Re info rc e Co rre c t Ac tio ns/ T

hinking

• Yo u re a lly sho we d g o o d thinking b y sug g e sting ……
• 4. Co rre c t Mista ke s, Ge ntly
• I

didn’ t he a r yo u me ntio n the po ssib ility o f ……

Wa it- T ime

• Wa it-T

ime 1

A 3-5 se c o nd pe rio d o f sile nc e e xhibite d by the instruc to r while “waiting” fo r the le arne r to re spo nd to a que stio n.

• Wa it-T

ime 2

A 3-5 se c o nd pe rio d o f sile nc e e xhibite d by the instruc to r afte r the stude nt has answe re d a que stio n.

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Vide o E xa mple of Mic roskills

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• 1. Ge t a c o mmitme nt
• 2. Pro b e fo r suppo rting

e vide nc e (unde rlying re a so ning )

• 3. Re info rc e c o rre c t thinking
• 4. Co rre c t E

rro rs

• 5. T

e a c h a g e ne ra l rule

Ba rrie rs to Using 5 Mic roskills

• 1. Ha rd to b re a k o ut o f e xisting ha b its.
• 2. Se e ms time c o nsuming whe n trying so me thing ne w.
• 3. Re q uire s mo re sile nt time .
• 4. Ha rd to b e sile nt.
• 5. L

e a rne r po o r a t pre se nting .

• 6. Ha rd to re me mb e r mo de l in c o nte xt o f b usy se rvic e .

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Pne umo nic fo r 5 Mic ro skills

Ge t a c o mmitme nt

Pro b e fo r suppo rting

e vide nc e

Re info rc e c o rre c t thinking Co rre c t E

rro rs

T

e a c h a g e ne ra l rule

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CPRCT

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Obje c tive s

• 1. De sc rib e the ro le s stude nts pla y in the c linic a l se tting via

the RI ME Mo de l.

• 2. De sc ribe the 5 Mic roskills c linic a l T

e a c hing mode l.

• 3. De sc ribe how utiliza tion of Wa it- time fa c ilita te s suc c e ssful

use of the 5 Mic roskills

• 4. Ide ntify ba rrie rs to using the 5 Mic roskills a nd sta te some

stra te g ie s for ove rc oming the ba rrie rs.

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Whic h mic ro -skill is stimula te d b y the fo llo wing q ue stio n, a fte r the stude nt ha s pre se nte d the pa tie nt to yo u?

What do you think we should do fir st for this patie nt?

• A. Ge t a c o mmitme nt
• B. Pro b e fo r suppo rting e vide nc e (unde rlying re a so ning )
• C. Re info rc e c o rre c t thinking
• D. Co rre c t e rro rs in thinking

E . T e a c h a g e ne ra l rule

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Wha t c o mpo ne nt o f the 5 mic ro skills mo de l is stimula te d with the fo llo wing sta te me nt b y the pre c e pto r?

You ar e c or r e c t that Mr . Jone s’ BP is e le vate d, and that fur the r ac tion ne e ds to be take n ASAP.

• A. Ge t a c o mmitme nt
• B. Pro b e fo r suppo rting e vide nc e
• C. Re info rc e c o rre c t thinking (po sitive fe e db a c k)
• D. Co rre c t e rro rs in thinking

E . T e a c h a g e ne ra l rule

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Wha t c o mpo ne nt o f the 5 mic ro skills mo de l is stimula te d with the sta te me nt b y the pre c e pto r?

Be for e we take the ac tion you ar e sugge sting we ne e d to fir st e stablish a c le ar diagnosis.

• A. Ge t a c o mmitme nt
• B. Pro b e fo r suppo rting e vide nc e
• C. Re info rc e c o rre c t thinking (po sitive fe e db a c k)
• D. Co rre c t e rro rs in thinking

E . T e a c h a g e ne ra l rule

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Wha t c o mpo ne nt o f the 5 mic ro skills mo de l is stimula te d with the sta te me nt b y the pre c e pto r?

You c ould be r ight that the c hild has a vir al UR I, but without c he c king the e ar s, you c ould have ove r looke d

• titis me dia.”
• A. Ge t a c o mmitme nt
• B. Pro b e fo r suppo rting e vide nc e
• C. Re info rc e c o rre c t thinking
• D. Co rre c t e rro rs in thinking

E . T e a c h a g e ne ra l rule

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Wha t c o mpo ne nt o f the 5 mic ro skills mo de l is stimula te d with the sta te me nt b y the pre c e pto r?

In patie nts with the se symptoms, it is impor tant to distinguish be twe e n br

• nc hitis and pne umonia. Patie nts with pne umonia ar

e hypoxic , and olde r patie nts with pne umonia ofte n e xpe r ie nc e c ar diopulmonar y failur e .

• A. Ge t a c o mmitme nt
• B. Pro b e fo r suppo rting e vide nc e
• C. Re info rc e c o rre c t thinking
• D. Co rre c t e rro rs in thinking

E . T e a c h a g e ne ra l rule

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T ha nk yo u fo r a tte nding this se ssio n.

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De nnis Ba ke r 850-274-2237

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