BDA for Clinical Teaching Presentation & Activity by

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Slide Notes

BDA for Clinical Teaching Presentation & Activity

Published on Nov 19, 2015

This deck offers an overview of the BDA (Before-During-After) framework to structure teaching in clinical settings. The purpose of the approach is to help the clinical educator to identify learning objectives for particular encounters, specify the expectations for the medical student's participation in the encounter, and engage the student in appropriate follow-up activity to the encounter (e.g., feedback; drafting SOAP note, etc). Included in this deck are two teaching scenarios to practice applying this BDA framework to teaching in clinical settings. The FID website has additional teaching scenarios available for this purpose. Coming soon! A Haiku Deck on RIME that includes RIME-based teaching scenarios. Author: Karen Spear Ellinwood, PhD, JD, EdS, Director, Faculty Instructional Development, Residents as Educators Program; Assistant Professor, Department of Obstetrics and Gynecology, University of Arizona College of Medicine.

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PRESENTATION OUTLINE

Educator Development Strategies

For Clinical Teaching & Practice Activities

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B-D-A Approach to Clinical Teaching

B-D-A means Before, During & After
Offers a framework to structure clinical teaching
Establishes learning objectives for clinical encounters
Easy to recall; not time-consuming
Encourages feedback

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B-D-A

BEFORE

Prepare the student to engage in clinical encounter
Identify learning demands
Establish student's knowledge and skill level

DURING

Monitor and/or guide student performance during clinical encounter
Ask student to be mindful and later share questions or issues that arise
Guide performance in procedures or communication skills as needed

AFTER

Provide formative feedback
Invite self-assessment
Respond to student concerns, questions or self-assessment
Suggest areas and strategies for improvement

Brainstorm How to Apply the B-D-A Framework

In the following 2 Clinical scenarios:
Apply the B-D-A framework to support student learning
Think about appropriate tasks the student could do
How could you reinforce learning and encourage improvement?

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Abbreviations

MS3 = 3rd year medical student
MS4 = 4th year medical student
PTSD = Post Traumatic Stress Disorder
Hx = History
Dx = Diagnosis

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Carolyn

Case Scenario No. 1

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Clinician Educator Supervising MS3

Patient is 11yo female
Hx: Plays AYSO soccer; injured during game 2 days ago by direct kick to the patella with persistent pain and swelling
Pt. applied ice for 1st 24 hours

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Jeremy

Case Scenario No. 2

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Clinician Educator Supervising MS4

Emergency Department Consult for an Iraq veteran
Hx: Dx, PTSD; mood swings; no physical violence; feels "microwaves"
Family brought pt to ER because he said he was being "scanned for intel" by microwaves while walking the family dog; belligerent, uncooperative

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