Clinical Training and

COACH’ing Model

Which factors may adversly effect clinical teaching?

The method used to overcome these potential problems is called COACHING

OBJECTİVES

• At the en of this session, the participants should be able to;– Describe the difference of skills training,– Explain the (coach) model,– List principles  of  feedback– Explain the features of an effective coach.

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BASICS OF MEDICAL EDUCATION

COGNITIVE KnowledgeAttitude

APPLICATION Communication (Skills) Motor (hand)

Intellectual (decision)

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APPLICATION PROCESS / CLINICAL SKILLS1. Communication• History History taking• Counseling/Patient education Family planning2. Motor• Physical exam Abdominal exam• Diagnostic tests Peripheral smear• Interventions IV injections3. Intellectual• Interpretation of tests ECG interpretation• Decision process/problem solving Algorithmic approach• Behavioral change/problem solvingAlgorithmic approach

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What should be the method of skills training?

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• KnowledgeLectures, presentations,small group work

• Attitude Small group discussionsrole play, video

• Skills Practical trainingRole play

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Skills training-the participant

• Observation• Practice• Experience

CLINICAL TEACHING/

COACH MODEL

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COACH

• C lear Performans Model – Role Model• O penness to Learning – Education environment• A ssess Performance – Continuous assessment• C ommunication – Listen, understand• H elp and Follow Up – Plan and follow up

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COACH

• C lear Performans Model – Role Model• O penness to Learning – Eğitim Ortamı • A ssess Performance – Sürekli değerlendirme• C ommunication – Dinle, anla• H elp and Follow Up – Plan yap, takip et

What kind of role model?

•Master in practice•Allows observation•Standards of practice are known/clear

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COACH

• C lear Performans Model – Rol Model• O penness to Learning – Educational environment• A ssess Performance – Sürekli değerlendirme• C ommunication – Dinle, anla• H elp and Follow Up – Plan yap, takip et

Motivating/positive learning environment

•Provides Security•Psychological and social•External resources enough

What kind of educational environment?

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COACH

• C lear Performans Model – Rol Model• O penness to Learning – Eğitim Ortamı • A ssess Performance – Continuous assessment• C ommunication – Dinle, anla• H elp and Follow Up – Plan yap, takip et

Continuous, primarily formative

•Measuring target behaviours (assessment guidelines)

•Giving feedback•Known competency level

What kind of assessment?

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Assessment guidelines

WHEN TO GIVE FEEDBACK?

• Before practice: feedback for the previous session• During practice• After feedback

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Why  is  feedback  important  to  the  learner?

• Clarifies goals and expectations • Reinforces good performance • Provides a basis for correcting mistakes (formative assessment) • Serves as a reference point for ultimate (summative) evaluation at the conclusion of the educational programme

Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).

Why  is  feedback  important  to  the  learner?

• Offers insight into actual performance and consequences versus what the learner thought or intended • Reduces reliance on self-validation • Reduces anxiety and insecurity about performance • Demonstrates interest about the learner as a person • Promotes two-way communication • Provides guidance

Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).

  Important  principles  of  feedback

• Feedback should be: • Timely, frequent and expected by both teacher and learner• Based onfirst-hand data: personal observation by the teacher • Labelled clearly as feedback so the learner has no doubt about receiving feedback • Descriptive: not evaluative • Constructive • Specific, including examples not generalizations • Nonjudgemental

Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).

  Important  principles  of  feedback

• Feedback should be: • Balanced, giving positives and negatives • Objective, focused on behaviour, performance, and not on personality traits • Directed to behaviour that can be changed • Selective: addressing one or two key issues • Focused on helping the learner come to a better understanding of the problem and ways in which he or she can address it more effectively • Monitored to the learner’s temperament, personality and response • Two-way process between learner and teacher • Designed to address decisions and actions

Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).

Feedback examples

Dent, J. A., & Harden, R. M. (2013). A practical guide for medical teachers (4th ed.).

COACH

• C lear Performans Model – Rol Model• O penness to Learning – Eğitim Ortamı • A ssess Performance – Sürekli değerlendirme• C ommunication – Listen, understand• H elp and Follow Up – Plan yap, takip et

To understand•active listening•empathic listening•ask questions

What kind of communication?

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COACH

• C lear Performans Model – Rol Model• O penness to Learning – Eğitim Ortamı • A ssess Performance – Sürekli değerlendirme• C ommunication – Dinle, anla• H elp and Follow Up – Plan, follow up

For full-learning•During the training practice•After the training practice•Plan•Apply•Follow Up

What kind of help?23

AN EFFECTIVE COACH'S CHARACTERISTICS :

• EXPERT of teach the knowledge and skills• ENCOURAGE participants to learn new things• COMMUNİCATE effectively.• provides effective FEEDBACK when needed• gives importance to the APPLİCATİON• not the superior status (inaccessibility) , working with

his colleagues position.

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Summary:

– What is the difference of skills training?– Explain the (coach) model,– What are some principles  of  feedback?– Explain the features of an effective coach.

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