"What's My Line?": Pseudo-Improvised Teaching When the Clinical Teaching Script Is Blank.
Acad Med
; 98(12): 1360-1365, 2023 12 01.
Article
en En
| MEDLINE
| ID: mdl-37478138
ABSTRACT
ABSTRACT Commitment to clinical education often requires significant forethought and attention to provide a comprehensive learning experience for trainees. In these settings, teaching is typically time-limited, prompted by a clinical scenario, and requires preparation. However, it is not uncommon for teachers to have insufficient time to prepare or to encounter a clinical scenario in which they have not yet developed a teaching script.In this article, the authors share 5 categories of teaching techniques that instructors can pull from regardless of the prompt or busyness of the clinical setting and that are ideal for using when the teaching script is "blank." They call this approach of having scenario-independent teaching techniques ready to be applied with minimal preparation, "pseudo-improvised teaching."Drawing from the literature, their own experience, and borrowing from improvisational theater, the authors share a toolkit of pseudo-improvised teaching techniques spanning from pathophysiology to clinical skills to work-life integration. In addition to highlighting several techniques, they describe models of meta-structure for teaching in which the use of themes for the day (i.e., longitudinal themes) and routines can ease some of the cognitive load felt by both learners and educators.
Texto completo:
1
Colección:
01-internacional
Banco de datos:
MEDLINE
Asunto principal:
Educación de Pregrado en Medicina
/
Aprendizaje
Límite:
Humans
Idioma:
En
Revista:
Acad Med
Asunto de la revista:
EDUCACAO
Año:
2023
Tipo del documento:
Article