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The resident started by trying to get more of the
patient's history through the student. That's not
always wrong, but it could have distracted the
student from her "teachable moment." You may have
noticed, though, that the teaching interaction
improved as it went along. When the student asked
the resident a question about pregnancy testing,
the resident was able to turn the situation into a
learning opportunity by asking the student what she
knew about the topic herself. This question gave
the student a chance to sort through her knowledge
base in preparation for further learning.
Elizabeth Morrison, MD, MSED
Director of Predoctoral Education
University of California, Irvine
College of Medicine
ehmorris@uci.edu
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