TABLE OF CONTENTS

Acknowledgements
Contact Information

Prelude
Rationale for Another Teaching Skills Manual
Structure of the Toolbox
A Brief Review of Relevant Educational Theory
Teaching Ethics in a Clinical Setting: Finding
  Teachable Moments

 Preview of Toolbox Features Yet to Come

Core Teaching Skills
Overview of Skill-Based Teaching
Goal Setting
Giving Feedback
Using the Group
Addressing Emotion
Common Teaching Challenges
  (& Tips for Recovering from Them)


Unique Teaching Issues with Special Topics
DNR Orders
Medical Errors

Resources for Teaching
Annotated Bibliography
Domains for Small Group Teaching

        


     


Preview of Toolbox Features Yet to Come

These first few Core Skills and Special Topics Modules will get you started. Many more tools will be added to the Toolbox as we move forward. In Core Skills, we will address skills beyond the basics that will help you refine your teaching as you move forward in your own development. The Special Topics Modules will grow overtime as we, and colleagues, capture the specific teaching approaches that are helpful and unique to new ethics and communication content. Future Special Topics include: Informed Decision Making, Transitions to Palliative Care, Family Conferences. We welcome your suggestions as we move into these new areas.

We are all life long learners and the practice of teaching is one that evolves over time. Our hope is that these materials promote reflection and inspire practice changes that you will find useful in your own work.

REFERENCES

Kaufman DM. Applying educational theory in practice. BMJ. 2003 Jan 25; 326:213-6.
Short review article describing three educational theories and applying them to clinical teaching.

Phy MP, Offord KP, Manning DM, Bundrick JB, Huddleston JM. Increased faculty presence on inpatient teaching services. Mayo Clin Proc. 2004 Mar;79(3):332-6.
To increase the opportunities for teachable moments for ethics, faculty - including nonclinical ethics faculty - can spend more time on inpatient services with the team. Contrary to some concerns expressed, increased faculty presence is associated with higher resident satisfaction and a more favorable learning experience.

Rosenbaum JR, Bradley EH, Holmboe ES, Farrell MH, Krumholz HM. Sources of ethical conflict in medical housestaff training: a qualitative study. Am J Med. 2004;116(6):402-7.
This study identified five categories of ethical conflict, most having important communication aspects: concern over telling the truth, respecting patients’ wishes, preventing harm, managing the limits of one’s competence, and addressing performance of others that is perceived to be inappropriate. Conflicts occurred between residents and attending physicians, patients or families, and other residents.