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Here, the resident started by asking the student
what she thought was going on with the patient, and
then asked the student to explain her underlying
clinical reasoning. (The student is probably more
likely to remember what she learned because she
went through her own thinking process.) The
resident then taught clinical pearls, she gave some
feedback, and even asked if the student had any
questions--all within the space of about one
minute. No teachers are busier than resident
teachers, but even so, it is possible to squeeze
"teachable moments" into patient care so that we
can help students learn efficiently and
effectively. If you click on the link below, you
can read more about these "clinical teaching
microskills" developed at the Family Medicine
Department at the University of Washington.
Elizabeth Morrison, MD, MSED
Director of Predoctoral Education
University of California, Irvine
College of Medicine
ehmorris@uci.edu
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