MAKING SENSE of Clinical Teaching Edited by Samy A Azer MD, PhD (USyd), MEd (UNSW) FACG, MPH (UNSW) Professor of Medical Education and Chair of Curriculum Development & Research Unit, College of Medicine, King Saud University, Saudi Arabia Formerly Professor of Medical Education and Chair of Medical Education Research & Development Unit, Faculty of Medicine, Universiti Teknologi MARA, Malaysia Visiting Professor of Medical Education, Faculty of Medicine, University of Toyama, Japan Director of the Australian Professional Teaching (APT), Melbourne, Australia Formerly Senior Lecturer in Medical Education, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne and University of Sydney, Australia Associate Editor BMC Medical Education, United Kingdom Boca Raton London New York CRC Press is an imprint of the Taylor & Francis Group, an informa business © 2013 by Taylor & Francis Group, LLC CRC Press Taylor & Francis Group 6000 Broken Sound Parkway NW, Suite 300 Boca Raton, FL 33487-2742 © 2013 by Taylor & Francis Group, LLC CRC Press is an imprint of Taylor & Francis Group, an Informa business No claim to original U.S. Government works Version Date: 20130215 International Standard Book Number-13: 978-1-4441-4413-0 (eBook - PDF) This book contains information obtained from authentic and highly regarded sources. While all reasonable efforts have been made to publish reliable data and information, neither the author[s] nor the publisher can accept any legal responsibil- ity or liability for any errors or omissions that may be made. The publishers wish to make clear that any views or opinions expressed in this book by individual editors, authors or contributors are personal to them and do not necessarily reflect the views/opinions of the publishers. The information or guidance contained in this book is intended for use by medical, scientific or health-care professionals and is provided strictly as a supplement to the medical or other professional’s own judgement, their knowledge of the patient’s medical history, relevant manufacturer’s instructions and the appropriate best practice guidelines. Because of the rapid advances in medical science, any information or advice on dosages, procedures or diagnoses should be independently verified. The reader is strongly urged to consult the drug companies’ printed instruc- tions, and their websites, before administering any of the drugs recommended in this book. This book does not indicate whether a particular treatment is appropriate or suitable for a particular individual. Ultimately it is the sole responsibility of the medical professional to make his or her own professional judgements, so as to advise and treat patients appropriately. The authors and publishers have also attempted to trace the copyright holders of all material reproduced in this publication and apologize to copyright holders if permission to publish in this form has not been obtained. If any copyright material has not been acknowledged please write and let us know so we may rectify in any future reprint. Except as permitted under U.S. Copyright Law, no part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, micro- filming, and recording, or in any information storage or retrieval system, without written permission from the publishers. For permission to photocopy or use material electronically from this work, please access www.copyright.com (http://www. copyright.com/) or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750- 8400. CCC is a not-for-profit organization that provides licenses and registration for a variety of users. For organizations that have been granted a photocopy license by the CCC, a separate system of payment has been arranged. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identi- fication and explanation without intent to infringe. Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the CRC Press Web site at http://www.crcpress.com © 2013 by Taylor & Francis Group, LLC CRC Press Taylor & Francis Group 6000 Broken Sound Parkway NW, Suite 300 Boca Raton, FL 33487-2742 © 2013 by Taylor & Francis Group, LLC CRC Press is an imprint of Taylor & Francis Group, an Informa business No claim to original U.S. Government works Dedication Printed on acid-free paper To my teachers and mentors Version Date: 20130125 who motivated me and opened many doors during my career International Standard Book Number-13: 978-1-4441-4412-3 (Paperback) To my students in Australia, Japan, Malaysia and Saudi Arabia who This book contains information obtained from authentic and highly regarded sources. While all reasonable efforts have been made to publish reliable data and information, neither the author[s] nor the publisher can accept any legal responsibil- became colleagues ity or liability for any errors or omissions that may be made. The publishers wish to make clear that any views or opinions expressed in this book by individual editors, authors or contributors are personal to them and do not necessarily reflect To my family, and my daughters Sarah and Diana the views/opinions of the publishers. The information or guidance contained in this book is intended for use by medical, scientific or health-care professionals and is provided strictly as a supplement to the medical or other professional’s own for your love and support judgement, their knowledge of the patient’s medical history, relevant manufacturer’s instructions and the appropriate best practice guidelines. Because of the rapid advances in medical science, any information or advice on dosages, procedures or diagnoses should be independently verified. The reader is strongly urged to consult the drug companies’ printed instruc- In memory of my parents tions, and their websites, before administering any of the drugs recommended in this book. This book does not indicate for your unconditional love and encouragement whether a particular treatment is appropriate or suitable for a particular individual. Ultimately it is the sole responsibility of the medical professional to make his or her own professional judgements, so as to advise and treat patients appropriately. The authors and publishers have also attempted to trace the copyright holders of all material reproduced in this publication and apologize to copyright holders if permission to publish in this form has not been obtained. If any copyright material has not been acknowledged please write and let us know so we may rectify in any future reprint. Except as permitted under U.S. Copyright Law, no part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, micro- filming, and recording, or in any information storage or retrieval system, without written permission from the publishers. For permission to photocopy or use material electronically from this work, please access www.copyright.com (http://www. copyright.com/) or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750- 8400. CCC is a not-for-profit organization that provides licenses and registration for a variety of users. For organizations that have been granted a photocopy license by the CCC, a separate system of payment has been arranged. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identi- fication and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Making sense of clinical teaching : a hands-on guide to success / editor, Samy Azer. p. ; cm. -- (Making sense) Includes bibliographical references and index. ISBN 978-1-4441-4412-3 (pbk. : alk. paper) I. Azer, Samy A. II. Series: Making sense (Boca Raton, Fla.) [DNLM: 1. Education, Medical--methods. 2. Teaching--methods. 3. Education, Medical--organization & administration. 4. Problem-Based Learning. W 18] R735 610.71--dc23 2013001643 Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the CRC Press Web site at http://www.crcpress.com © 2013 by Taylor & Francis Group, LLC Contents Contributors xi Foreword xvii Preface xix Acknowledgements xxi Introduction xxiii Chapter 1 Be committed to your work 1 1.1 Focus on the learning needs of your students 2 1.2 Work with passion 5 1.3 Uphold professional values 8 1.4 Be enthusiastic about clinical teaching and learning 11 Chapter 2 Encourage an open and trusting environment 15 2.1 Create a climate of trust 16 2.2 Encourage your students to learn from their mistakes 19 2.3 Help students redefine failure as a learning experience 22 2.4 Accept uncertainty in medicine 25 2.5 Be accessible/available to students 28 Chapter 3 Interact and communicate with respect 33 3.1 Communicate effectively with others 34 3.2 Encourage input from others and give credit for contribution 37 3.3 Act with integrity 40 3.4 Provide a model for professional ethical standards 43 3.5 Show a caring attitude 46 Chapter 4 Motivate students and co-workers 49 4.1 Motivate your students to achieve their goals 50 4.2 Monitor the progress of your students 53 4.3 Motivate your co-workers 56 4.4 Have a good sense of humour 59 Chapter 5 Encourage and appreciate diversity 61 5.1 Do not stereotype or speak negatively of others 62 5.2 Nurture and encourage diversity 65 © 2013 by Taylor & Francis Group, LLC viii Contents 5.3 S eek and encourage understanding of and respect for people of diverse background 68 5.4 Creating a culture of equal opportunity 71 5.5 Maintain positive relationships with students 74 Chapter 6 Bring a wide range of skills and talents to teaching 77 6.1 Use a wide range of teaching/learning approaches 78 6.2 Stimulate higher-order thinking skills 81 6.3 Present difficult concepts comprehensibly 84 6.4 Encourage appropriate evidence to a critique 87 6.5 Teach memorably 90 6.6 Model a close doctor–patient relationship 93 6.7 Use education in community development 96 Chapter 7 Foster critical thinking 99 7.1 Teach students how to think, not what to think 100 7.2 Explore with probing questions 103 7.3 Discuss ideas in an organized way 106 7.4 Help students to focus on key issues 109 7.5 Train students to think strategically 112 Chapter 8 Encourage creative work 115 8.1 Motivate students to create new ideas 116 8.2 Foster innovations and new approaches 119 8.3 Show enthusiasm for creative ideas 122 Chapter 9 Place strong emphasis on teamwork 125 9.1 Encourage students to work in groups 126 9.2 E ncourage collaborative and interprofessional learning 129 9.3 E ncourage links at national and international levels in education 132 Chapter 10 Provide positive feedback 135 10.1 L isten to your students and discover their educational needs 136 10.2 Value students, never belittle 139 10.3 P rovide constructive feedback and formative assessment 142 10.4 Help and support your students to grow 145 10.5 Teach students how to monitor their own progress 148 © 2013 by Taylor & Francis Group, LLC Contents ix Chapter 11 Seek continually to improve your teaching skills 151 11.1 Seek to learn and incorporate new skills 152 11.2 Seek feedback and criticism 155 11.3 Keep up to date in your specialty 158 11.4 Use technology to facilitate teaching and learning 161 11.5 Monitor your progress 165 Chapter 12 Demonstrate leadership in teaching 169 12.1 Contribute to course design and structure 170 12.2 Contribute to publications on education 173 12.3 Demonstrate self-development in an educational context 176 12.4 Demonstrate creativity in teaching strategies 179 12.5 Be committed to professional development 182 12.6 Share in managing changes in curriculum and educational needs 185 Chapter 13 Contribute to and appreciate the value of research 189 13.1 U se evidence-based teaching in enhancing clinical teaching skills 190 13.2 Contribute to research in clinical education 193 13.3 E ncourage students to undertake research and publish their work 196 Index 199 © 2013 by Taylor & Francis Group, LLC Contributors Ayman A Abdo md facp Associate Professor of Medicine, Consultant Hepatologist, Director, KSU Liver Disease Research Center, Vice Dean for Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia Hamza M Abdulghani frcgp mmed Associate Professor of Medical Education, and Chair of Assessment & Evaluation Unit, College of Medicine, King Saud University, Riyadh, Saudi Arabia Mubarak bin Fahad Al-Faran md Dean of College of Medicine and Professor of Ophthalmology, King Saud University, Riyadh, Saudi Arabia Fawaz Al-hussain mbbs frcpc mph Assistant Professor of Neurology, Consultant Neurologist, College of Medicine, King Saud University, Riyadh, Saudi Arabia Sami Al-Nassar md frcsc Assistant Professor of Surgery, Consultant Thoracic Surgeon, Chairman, Department of Medical Education, Head, Division of Thoracic Surgery, College of Medicine, King Saud University, Riyadh, Saudi Arabia Badran Alomar phd Professor and President, King Saud University, Riyadh, Saudi Arabia Muslim M Al-Saadi md fccp Professor of Paediatrics and Vice Dean for Academic Affairs, College of Medicine, King Saud University, Riyadh, Saudi Arabia Mohammad Y Al-Shehri md facs Vice Rector for Health Sciences and Professor of Surgery, King Saud University, Riyadh, Saudi Arabia © 2013 by Taylor & Francis Group, LLC xii Contributors Zubair Amin md mhpe Associate Professor, Department of Paediatrics, Yong Loo Lin School of Medicine National University of Singapore, Singapore Samy A Azer md phd Professor of Medical Education and Chair of Curriculum Development and Research Unit, College of Medicine, King Saud University, Saudi Arabia; formerly Professor of Medical Education and Chair of Medical Education Research and Development Unit, Faculty of Medicine, Universiti Teknologi MARA, Malaysia; Visiting Professor of Medical Education, Faculty of Medicine, University of Toyama, Japan; Director of Australian Professional Teaching (APT), Melbourne, Australia; formerly Senior Lecturer in Medical Education, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne and University of Sydney, Australia; Associate Editor BMC Medical Education, United Kingdom Nervana Bayoumy md phd Assistant Professor of Physiology, Consultant Molecular Biologist, Director of Academic Quality Unit, College of Medicine, King Saud University, Riyadh, Saudi Arabia Saad Bindawas phd Physical Therapy Assistant Professor, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia Engle Angela Chan phd Associate Professor, Associate Head (Pre-service Education), School of Nursing, The Hong Kong Polytechnic University, Hong Kong Peter Dieter phd Professor of Biochemistry, Medical School Representative for International Relations, Dresden University of Technology, Faculty of Medicine Carl Gustav Carus, Institute of Physiological Chemistry, Dresden, Germany Denise M Dupras md phd Professor of Medicine, Division of Primary Care Internal Medicine, College of Medicine, Mayo Clinic, Rochester, Minnesota, USA Gudrun Edgren phd Associate Professor of Medical Education, Director of Centre for Teaching and Learning, Faculty of Medicine, Lund University, Lund, Sweden © 2013 by Taylor & Francis Group, LLC Contributors xiii Anthony PS Guerrero md Professor of Psychiatry and Clinical Professor of Pediatrics, Department of Psychiatry, John A. Burns School of Medicine, University of Hawaii, Honolulu, Hawaii, USA Rana Hassanato md Consultant in Clinical Biochemistry and Chair of Biochemistry Unit, College of Medicine, King Saud University, Riyadh, Saudi Arabia Susan J Hawken mbchb dip obs frnzcgp mhsc(hons) Senior Lecturer, Department of Psychological Medicine, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand Marcus A Henning phd Senior Lecturer, Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand Onishi Hirotaka md Assistant Professor of Medical Education, International Research Center for Medical Education, University of Tokyo, Japan Kun-Long Hung md phd Professor and Associate Dean, Fu-Jen Catholic University, New Taipei, Taiwan Richard Kasuya md Associate Dean for Medical Education and Professor of Medicine at the John A. Burns School of Medicine, University of Hawaii; Honolulu, Hawaii, USA Tadahiko Kozu md Professor Emeritus, Tokyo Women’s Medical University Councillor, Japan Medical Education Foundation, Tokyo, Japan Chi-Wan Lai md Chairman, Taiwan Medical Accreditation Council, and Chair Professor, AHT Medical Education Promotion Foundation, Taiwan © 2013 by Taylor & Francis Group, LLC xiv Contributors Cindy LK Lam md Danny DP Ho Professor in Family Medicine, Department of Family Medicine and Primary Care, Li Ka Shing Faculty of Medicine, the University of Hong Kong, Hong Kong SAR, China Sam Leinster md Emeritus Professor and former Dean of the University of East Anglia School of Medicine, UK Michelle McLean phd, med Academic Lead, PBL and Small Group Teaching, Faculty of Health Sciences and Medicine, Bond University, Queensland, Australia Jill SM Omori md Director of Predoctoral Education, Department of Family Medicine and Community Health, John A. Burns School of Medicine, University of Hawaii, Honolulu, Hawaii, USA Ray Peterson phd Associate Professor in Education, Faculty of Health Sciences, University of Adelaide, Australia Julie Quinlivan md phd Pro Vice Chancellor and Executive Dean of Medicine. University of Notre Dame, Sydney, Australia Subha Ramani md mph Associate Professor of Medicine, Boston University School of Medicine, Boston, Massachusetts, USA Damon H Sakai md Associate Professor of Medicine, Director of Medical Student Education, and Director of the Office of Medical Education, John A. Burns School of Medicine, University of Hawaii, Honolulu, Hawaii, USA Patricia S Sexton dhed Associate Dean for Curriculum, Associate Professor of Family Medicine, Kirksville College of Osteopathic Medicine, Kirksville, Missouri, USA Roger Strasser md Dean and CEO, Professor of Rural Health, Northern Ontario School of Medicine, Laurentian and Lakehead Universities, Northern Ontario, Canada © 2013 by Taylor & Francis Group, LLC