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BDA Framework for Clinical Teaching (RAE 2016)

Published on Nov 19, 2015

This is a modified presentation of the BDA Framework for Clinical Teaching, offered as the RAE Orientation 2016. Poll Everywhere Questions and Exit Survey included. The BDA (Before, During, After) framework applies the concepts of Donald Schon (1993) regarding reflective engagement in professional practice and a guided approach to literacy development described by Vacca & Vacca (2008). This framework is used to teach faculty and residents how to teach in clinical settings, and was presented at the 2015 RAE Orientation, by Karen Spear Ellinwood, PhD, JD, Director, Faculty Instructional Development, Residents as Educators Program.

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PRESENTATION OUTLINE

1.

The BDA Framework

for Teaching in Clinical Settings
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Key Points

  • Describe good teaching\teachers, challenges of teaching and issues of professionalism
  • Describe the BDA framework for teaching in clinical settings
  • Practice applying BDA to clinical teaching scenarios
  • Make a commitment to good teaching
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Tell us! What's good teaching?

pollev.com/rae2016
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What Challenges do you anticipate

in teaching medical students?
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5.

What do you think about when you hear

Unprofessional & Teaching in the same sentence?
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Medical students need guidance in learning how to become physicians.

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BDA Offers Structure for Clinical Teaching

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The Bottomline

Is the student just tagging along?
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Or, do they have a specific purpose before entering this room?

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For Teaching and Learning

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The BDA Framework

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BEFORE

the clinlical encounter
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Establish or clarify expectations

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Identify roles or tasks that will support patient care

while creating a learning experience for students
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Think about...

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The demands of a particular clinical situation

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Whether this student has the pertinent knowledge or skills to perform the task

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Challenge Students

It's always good to...
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Not too great!

Be sure the challenge is...
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Knowledge Check BEFORE!

That's why we do a
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Encourage questions

Remember to...
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DURING

the clinical encounter
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Strategic Autonomy

Provide opportunities for
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ASK YOURSELF...

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Is the student demonstrating established expectations?

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Should I step in?

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How could I assist the student's learning?

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AFTER

the clinical encounter
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Ask the student to present to you

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Invite the student to present to

the attending (as appropriate)
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Have a conversation

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Encourage students to ask questions or discuss issues that emerge from the experience

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Offer Constructive Feedback! Remind students...

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Say more than “good job” or “that could have been better” ...

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Tell the student what they did well, and ...

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you think so

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Provide specific examples of behavior

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Tell the student what they need to improve, and ...

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performance could be improved

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Provide specific examples of behavior...

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Offer Guidance as to HOW students could improve

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Identify resources for continued learning

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How will you apply BDA?

http://bit.ly/rae-bda
44.

How will you commit to good teaching?

http://bit.ly/raecommit
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Please give us Feedback!

http://bit.ly/rae-exit2016
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References

  • Gaberson KB, Oermann MH & Shellenbarger T. Clinical Teaching Strategies in Nursing. Springer:NY; 2015.
  • Vacca RT and Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson Publishers; 2005.
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Untitled Slide

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References

  • Plack MM & Santasier, LG. The Reflective Practitioner: Reaching for Excellence in Practice. Commentary, In Pediatrics. pp. 1545-1553; 2005.
  • Schön D. The reflective practitioner: How professionals think in action. NY:Basic Books; 1983.
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Karen Spear Ellinwood, PhD, JD

Director
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FID.medicine.arizona.edu

Visit
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Karen Spear Ellinwood

Haiku Deck Pro User
http://fid.medicine.arizona.edu