Resident
Educator
Development
The RED Program
A Residents-as-Teachers Curriculum
Heather Thompson Buum, MD
The RED Program
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Team Leadership
How to Teach at the Bedside
Teaching during Oral Presentations
The Ten Minute Talk
Effective Feedback
Professionalism
How to Give a 10 Minute Talk
on Anything
Adapted from the Advanced Clinical Teaching
(ACT) Course, University of Minnesota
Medical School Faculty Development, 2004
Karyn Baum, MD, MSEd, Course Director
Exercise
• Recall a high quality teaching session.
What made this teaching session a
positive experience?
• Recall a teaching session where
learning was ineffective. What factors
made it so?
Survey of Graduate Medical
Students in the UK
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Behaviors of effective teachers:
1.
2.
3.
4.
5.
6.
7.
Organizational skills and clarity of presentation
Enthusiasm
Teacher’s knowledge base
Group teaching skills
Clinical supervisory skills
Clinical competence
Modeling of professionalism
--Irby DM, “Clinical Education for the Allied Health
Professionals” Mosby 1978
--Newble D, “A Handbook for Medical Teachers” Kluwer 2000
Objectives
• By the end of this session, participants
should be able to:
--Describe one way of structuring a
teaching session
--Describe three ideas for making the
body of the session effective
--Describe the four elements of closure
--Use the above to plan a teaching
session of their own
Why Give a 10 min talk?
• Reinforces your own learning
• Opportunity to engage learners at
different levels
• Correlates very strongly with higher
teaching evaluations from learners
One way to structure a teaching
session
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Set the Scene
Teach the Body
Close the Session
“Set-Body-Closure”
Set The Scene
• “OPERA”
• Objectives, Plan, Environment,
Relevance, Assess the learner
Set The Scene
1. Objectives: what the learner should be
able to do/demonstrate after your teaching
session.
2. Plan: what is going to be covered.
3. Environment: where is it held? Is the
mood formal, casual? What AV tools do
you use?
4. Relevance: explain to the learner why
they might need to know this.
5. Assess the learner: have they seen this
before? What is their level of expertise?
Area of interest?
Body
• Main content or “meat” of the teaching
session. Three tenets:
--Less is More!
--Vary the Stimulus!
--Particular to General!
Less is More
• What do you suppose this graph
represents?
Less is More
• Attention is highest in the first 5
minutes, and tends to wane after 15
minutes.
• Presenting less content means
attention span won’t fall off.
• Avoiding information overload
enhances retention of important
material.
Vary the Stimulus
• What do you suppose this graph
represents?
Vary the Stimulus
• Each time a new stimulus is introduced you get a
transient bump in attention span.
• Move from overheads, to a white board, to a flip
chart, to looking at an image (peripheral smear,
chest Xray).
• Consider live demonstration of a physical exam
maneuver.
• “No more than 20 minutes should go by before the
learning technique is significantly altered”
Cannon & Newble, A Handbook for Teachers in Universities
and Colleges, Kogan Page, 2000
Particular to General
• When using a specific clinical case, it
helps to extend the thought process to
the general population as a whole.
Particular to General
• “In this immune suppressed patient,
we performed a flex sig with biopsies
to evaluate for CMV colitis. However,
in the general population, the
approach to acute diarrhea is…”
Closure
• SRAN (think Saran Wrap!!)
--Summarize
--Relate back to the set
--Accomplishment (sense of)
--No new material
Timing
• Set the Scene: one minute
• Teach the Body: eight minutes
• Close the Session: one minute
Example: Back Pain
• Patient seen with acute back pain;
student not sure how to proceed.
• Set the Scene: OPERA
Example: Back Pain
--Objective: learner will be able to
evaluate back pain with a focused H&P
to screen for both common problems
and worrisome causes.
--Plan: review Ddx, discuss
historical “red flags”, discuss physical
findings or data that will help us.
Example: Acute Back Pain
--Environment/Mood: “we know back
pain can be difficult to evaluate…” round
table discussion format
--Relevance: “This is a very common
clinical problem, #2 reason to visit a primary
MD behind URI…”
--Assess knowledge base: “Have any of
you evaluated back pain before?”
Example: Acute Back Pain
• BODY:
--Less is more: cover only initial workup
of back pain, not all potential treatment(s).
--Vary the stimulus: look at a plain film
of the spine demonstrating a compression
fracture; practice straight leg raise on
volunteer.
Example: Acute Back Pain
• BODY:
--Particular to general: “in this
case, we got an MRI because we were
concerned about spinal stenosis.
However, not every patient needs
imaging.”
Example: Acute Back Pain
• CLOSURE—”SRAN”
--Summarize: “back pain needs a
systematic approach”.
--Relate back to the objectives.
--Accomplishment, sense of: “now
you can impress your future attendings
with your evaluation of back pain!”
--No new material
View a Video of a 10 Min Talk
(actually, 7 min in length)
• Strengths
– Clear objectives
– Emphasized “take
home points”
– Used humor
appropriately
– Used a good clinical
case
• Weaknesses
– Could have varied
the stimuli a bit
more
– Ended with “any
questions?”
Work through your own clinical
example
• Split into pairs.
• Pick a topic or clinical entity that you see
frequently on the wards.
• Within your topic, you can be as broad or as
focused as you like.
• Referring to the handout, jot down a few
notes on how you will proceed, using the
Set-Body-Closure model; not the entire talk,
but a brief outline of ideas
Discussion
• How did it feel to use this Microteach
model (“set-body-closure”) to prepare
a teaching session?
• Anything that went well? Any
particular difficulties?
Objectives
• By the end of this session, participants
should be able to:
--Describe one way of structuring a
teaching session
--Describe three ideas for making the
body of the session effective
--Describe the four elements of closure
--Use the above to plan a teaching
session of their own