Teaching Skills
5 Step Approach to Teaching Skills/Procedures
Before reading this make sure you have a clear understanding of the Learning Cycle. Watch videos demonstrating thefive steps
Step 1 Role Model Patient-Centered Medicine
An expert provides a complete demonstration of the skill at normal speed while talking to the patient. Little or no explanation is given to the learner, while the preceptor models explaining the procedure to the patient. This step gives the learner an idea of how long the skill or procedure normally takes, it role models patient interaction and it provides a holistic example. Also the simplified version of the procedure given to most patients is a good starting out point for the student.
Step 2 Provide Instruction
Pre-planning: Remember that you do the skill automatically and may have forgotten how you learned the skill. It’s important for the instructor to break down the number of steps required to complete ahead of time. If there are more than seven steps, break the process of learning into stages, where learners complete one stage at minimal competence before moving onto the next. A written checklist will improve retention of complex steps. The instructor provides repetition of the skill with full explanation, encouraging the learner to ask questions. Counting out the number of steps as you do them is very important; don’t assume that if you say there are six steps, that the students know what those six steps are.
If a patient isn't available, you may choose to do this step on a simulation dummy. This step could also involve students watching a video or an animated simulation. See http://www.webmedtechnology.com/physician/video.html orhttp://note3.blogspot.com/ for examples of procedural videos. Other guides and video examples can be found in theSelf Directed Learning section of this site.
Step 3 Rehearsal for Patient Safety
The demonstrator performs the skill for a third time with the learner providing the explanation of each
Before reading this make sure you have a clear understanding of the Learning Cycle. Watch videos demonstrating thefive steps
Step 1 Role Model Patient-Centered Medicine
An expert provides a complete demonstration of the skill at normal speed while talking to the patient. Little or no explanation is given to the learner, while the preceptor models explaining the procedure to the patient. This step gives the learner an idea of how long the skill or procedure normally takes, it role models patient interaction and it provides a holistic example. Also the simplified version of the procedure given to most patients is a good starting out point for the student.
Step 2 Provide Instruction
Pre-planning: Remember that you do the skill automatically and may have forgotten how you learned the skill. It’s important for the instructor to break down the number of steps required to complete ahead of time. If there are more than seven steps, break the process of learning into stages, where learners complete one stage at minimal competence before moving onto the next. A written checklist will improve retention of complex steps. The instructor provides repetition of the skill with full explanation, encouraging the learner to ask questions. Counting out the number of steps as you do them is very important; don’t assume that if you say there are six steps, that the students know what those six steps are.
If a patient isn't available, you may choose to do this step on a simulation dummy. This step could also involve students watching a video or an animated simulation. See http://www.webmedtechnology.com/physician/video.html orhttp://note3.blogspot.com/ for examples of procedural videos. Other guides and video examples can be found in theSelf Directed Learning section of this site.
Step 3 Rehearsal for Patient Safety
The demonstrator performs the skill for a third time with the learner providing the explanation of each