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INTAPTTeaching LogTeaching Log Session #: 1Date of Session: Oct 6, 2015# of hours: 2Name of Supervising Master Teacher: Dr. Ben KaasaMedical Education Setting / Name of Teaching Program (e.g. Resident Day Back, PBL, etc.) Family Inpatient ServiceLocation/Hospital: Toronto Western HospitalName of Student/Participants: 2Education Level of Student (UG, PG, etc.) / Participants: PGY1-2Type of Education Activity (1:1 ambulatory, program meeting, etc.): Morning teaching rounds on atrial fibrillationPositive Aspects of Session: Reviewed ACLS algorithmsReviewed etiology of atrial fibrillationDiscussed treatment of atrial fibrillationDifficulties of Session: Planned to talk about new anticoagulation guidelines from new CCS 2014 guidelines but ran out of timeReflection and Interpretation of Session: Residents at various stages can have varying depths of questions about the topic given that they may have had different experiences managing this disease. It may be hard to predict which areas they may have more questions.Consideration of Future Strategies for Managing Similar Sessions (Analysis): Lesson plan to decide how much time to allot to each sectionLeave time for summary and questionsCould potentially send out a survey prior to the teaching session to determine where the knowledge gaps are or what people are more interested in learning aboutAlso available online: ? 2011 Department of Family and Community Medicine * Do not post any details online or electronically which may represent a breach of privacy guidelines Teaching LogTeaching Log Session #: 2Date of Session: Oct 16, 2015# of hours: 2Name of Supervising Master Teacher: Dr. Ben KaasaMedical Education Setting / Name of Teaching Program (e.g. Resident Day Back, PBL, etc.) Family inpatient ServiceLocation/Hospital: Toronto Western HospitalName of Student/Participants: 2Education Level of Student (UG, PG, etc.) / Participants: PGY 1-2Type of Education Activity (1:1 ambulatory, program meeting, etc.): Morning teaching rounds on congestive heart failurePositive Aspects of Session: Case basedDiscussed risk factors, etiology, and precipitants for heart failureDiscussed signs and symptoms that one of our patients had to demonstrate heart failureIllustration to determine the role of each of the medications used in heart failure1 page handout provided for the students at the endDifficulties of Session: Mixed up the chart on “warm/wet” clinical picture for heart failure Reflection and Interpretation of Session: Practice makes permanent Consideration of Future Strategies for Managing Similar Sessions (Analysis): Given my relative inexperience with teaching and likelihood of being more nervous while teaching, practicing the teaching session beforehand will likely helpAlso available online: ? 2011 Department of Family and Community Medicine * Do not post any details online or electronically which may represent a breach of privacy guidelines Teaching LogTeaching Log Session #: 3Date of Session: Oct 16, 2015# of hours: 1Name of Supervising Master Teacher: Dr. Ben Kaasa Medical Education Setting / Name of Teaching Program (e.g. Resident Day Back, PBL, etc.) Family Inpatient ServiceLocation/Hospital: Toronto Western HospitalName of Student/Participants: 2Education Level of Student (UG, PG, etc.) / Participants: PGY1-2Type of Education Activity (1:1 ambulatory, program meeting, etc.): Provided 1:1 feedback to medical traineesPositive Aspects of Session: Reviewed with supervising master teacher (Dr. Ben Kaasa) his approach to providing feedbackWas able to brainstorm beforehand what to discuss during the feedback sessionDiscussed learning goals with the residents and whether the goals were achievedAsked what they would have changed if they could do the rotation againDifficulties of Session: Difficulty obtaining constructive feedback in returnLimited responses to what items they would have changed and what their specific learning goals wereReflection and Interpretation of Session: Learning objectives can be forgotten as the learner goes through a busy rotationWork on a way to obtain constructive feedback Ensure trainees feel comfortable and think of ways to make the feedback more anonymous to improve resident comfort level Consideration of Future Strategies for Managing Similar Sessions (Analysis): Consider filling in their evaluation in front of them and submitting it. In this way, residents may feel more reassured that their feedback to me will not influence their evaluation. Could also try another method of anonymous feedback such as survey monkeyImportance of mid-way feedback to help remind learners of their learning objectives for that rotationAlso available online: ? 2011 Department of Family and Community Medicine * Do not post any details online or electronically which may represent a breach of privacy guidelines Teaching LogTeaching Log Session #: 4Date of Session: Nov 2, 2015# of hours: 4Name of Supervising Master Teacher: Dr. Bohdan Laluck Medical Education Setting / Name of Teaching Program (e.g. Resident Day Back, PBL, etc.) GIM (Team A) MedicineLocation/Hospital: Toronto Western HospitalName of Student/Participants: 1Education Level of Student (UG, PG, etc.) / Participants:* CC4Type of Education Activity (1:1 ambulatory, program meeting, etc.): 1:1 teaching and reviewing of inpatient consults Case reviewed: Dyspnea NYD, reviewing code status, hyperglycemiaPositive Aspects of Session: Broad differential generated lots of different teaching pointsModeling of discussion of code status with patients. This was previously identified as a leaning gap for the student.Difficulties of Session: Difficulty in discussing in depth some of the etiology of dyspnea. ?Breadth was able to be discussed but not depth of the topics.Limited clinical history was provided from the dyspneic patient so it made it difficult to teach around the clinical case and their symptoms (that were largely unknown).For the code status discussion, the patient unfortunately spoke limited English and part of the discussion needed to be done in Cantonese, which is the language I speak. ?This was a language barrier for the learner as they only heard part of the conversation. ?Reflection and Interpretation of Session: Teaching by modeling needs to be in a setting that is effective for the learner. ?In this case, language was a barrier for the learner and they were unable to get the full benefits of the clinical scenario.Similarly for the patient who was unable to describe many of their symptoms, centering teaching around a clinical case can either work for or against my teaching strategy. ?Consideration of Future Strategies for Managing Similar Sessions (Analysis): Having an idea what is needed in a clinical setting (appropriate patient, able to answer questions, no language barriers) is important when teaching around a clinical case or modeling a certain skillAlso available online: ? 2011 Department of Family and Community Medicine * Do not post any details online or electronically which may represent a breach of privacy guidelines Teaching LogTeaching Log Session #: 5Date of Session: Nov. 4, 2015# of hours: 4Name of Supervising Master Teacher: Dr. Bohdan LaluckMedical Education Setting / Name of Teaching Program (e.g. Resident Day Back, PBL, etc.)GIM (Team A) Medicine Location/Hospital: Toronto Western HospitalName of Student/Participants: 2Education Level of Student (UG, PG, etc.) / Participants: (CC4)Type of Education Activity (1:1 ambulatory, program meeting, etc.): Case reviewed: antibiotic coverage in persistent fever, insulin initiation, anemia Positive Aspects of Session: Discussed how to initiate insulin in diabetic patients and the various insulin regimens available. ?As I had previously prepared a module for other residents on another rotation, I already had resources prepared and was able to send it to the trainee afterwards.Discussion of first principles in antibiotic choice for infectionsDifficulties of Session: Was able to see that the trainee appeared overwhelmed with the amount of information providedWas not able to assess how much information the trainee retained after the sessionReflection and Interpretation of Session: Details of the insulin module was a bit too indepth for their level of training (medical student). ?Having a way to evaluate learner outcomes will help guide what is an appropriate amount of information to deliver in a short teaching session.Consideration of Future Strategies for Managing Similar Sessions (Analysis): Have a skeleton outline of basics of the teaching topic with additional slides to go into additional details if it is congruent with the student’s level of trainingHaving take away points for each level of the learner, what they are expected to know and what is beyond their level of trainingHave a short assessment (quiz at the end, survey) at the end to evaluate what the trainee had learnedAlso available online: ? 2011 Department of Family and Community Medicine * Do not post any details online or electronically which may represent a breach of privacy guidelines Teaching LogTeaching Log Session #: 6Date of Session: Dec. 3, 2015# of hours: 4Name of Supervising Master Teacher: Dr. David Tang-WaiMedical Education Setting / Name of Teaching Program (e.g. Resident Day Back, PBL, etc.)Neurology inpatient service + outpatient clinic Location/Hospital: Toronto Western HospitalName of Student/Participants:*1Education Level of Student (UG, PG, etc.) / Participants: PGY3 (myself) and a PGY5 in neurologyType of Education Activity (1:1 ambulatory, program meeting, etc.): 2:1 inpatient and ambulatorySession in which I was taught by a staff neurologistIncluded reviewing of consults, discussion of clinic patients with aphasia and parkinsonismPositive Aspects of Session: Ample time to ask questions I had on treatment of Parkinson’s DiseaseStaff observed me performing a full neurological examination on an inpatient consult and stopped me during the physical exam to give constructive feedback and to allow me to practice certain maneuvers after he demonstrated the correct exam maneuver (Kolb’s theory)Difficulties of Session: As there was a neurology fellow on the service, some of the teaching points on Parkinson’s Disease was slightly esoteric and above my level of trainingAs I did not know ahead of time that my supervisor was planning to observe my physical exam skills with the patient, the patient did not have any advance notification (or was asked permission). ?While the patient was pleasant, cooperative, and amenable to being examined multiple times, this could have potentially posed difficulties for other patients. Reflection and Interpretation of Session: Know your audience and think of ways to engage collaborative learning between trainees at different levelsWatching and giving timely feedback and allowing time to practice the skill is very effectiveEnsuring that bystanders that may be inadvertently involved are okay partipicatingConsideration of Future Strategies for Managing Similar Sessions (Analysis): Planning ahead and asking for permission prior to teaching sessionsIn teaching clinical skills or physical exam maneuvers, giving feedback and allow time to practice is very helpful for consolidating learning Also available online: ? 2011 Department of Family and Community Medicine * Do not post any details online or electronically which may represent a breach of privacy guidelines Teaching LogTeaching Log Session #: 7Date of Session: Dec 13, 2015# of hours: 2Name of Supervising Master Teacher: Dr. Ben KaasaMedical Education Setting / Name of Teaching Program (e.g. Resident Day Back, PBL, etc.) Teaching Sunday School class at church Location/Hospital: Grace Toronto ChurchName of Student/Participants: 20Education Level of Student (UG, PG, etc.) / Participants: Kindergarten age 4-5Type of Education Activity (1:1 ambulatory, program meeting, etc.):2 teachers for 20 kidsPositive Aspects of Session: I had previously taught this class before so knowing the names of the children and having them already know me helped to make it a comfortable learning environmentWe had many group activities and interactive activities planned such as polling the kids, having them take part in the story, identify objects in the pictures.We also had a snack/break in the middle of the class which helped transition between the story and the crafts. ?Difficulties of Session: The children had no prior experience or knowledge to build on and the session was purely didactic.We were supposed to have 4 classroom teachers but one individual was sick. ?This made the classroom ratio barely manageable.At one point, one child needed to go to the bathroom which resulted in more than half the class needing to go to the bathroom. ?This disrupted the classroom as we had to pause everything and take half the class to the bathroom.Reflection and Interpretation of Session: While adult learning theory such as Kolb’s experiential learning cycle and Malcolm Knowles’ Adult Learning theory were not as applicable, it was interesting to see the contrast between pedagogy (didactic learning, external motivation) versus androgogy (self-directed learning, feedback and reflection).Consideration of Future Strategies for Managing Similar Sessions (Analysis): Incorporate the bathroom break into the snack time breakEnsure the teaching ratios are adequate, which may require having a “back up person” to step in and teach if needed. ?This could also be a parent volunteer who is on “back up” each week.Also available online: ? 2011 Department of Family and Community Medicine * Do not post any details online or electronically which may represent a breach of privacy guidelines Teaching LogTeaching Log Session #: 8Date of Session: Dec 14, 2015# of hours: 2Name of Supervising Master Teacher: Dr. Roland MollanjiMedical Education Setting / Name of Teaching Program (e.g. Resident Day Back, PBL, etc.)Hospitalist service Location/Hospital: North York General HospitalName of Student/Participants: 1Education Level of Student (UG, PG, etc.) / Participants: PGY3Type of Education Activity (1:1 ambulatory, program meeting, etc.): 1:1 reviewing of inpatients and consults with Hospitalist staff Topics covered: hyponatremia, transaminitisPositive Aspects of Session: Reviewed learning goals with my master teacher prior to rotationThe topics taught were self-diagnosed as learning needs so they were very relevant to my clinical practice.Handout for hyponatremia protocol was provided at the end to consolidate learning.Difficulties of Session: Our teaching session was located on the wards and so we were interrupted several times by nursing/interprofessional staff wanting to discuss different patients. ?This made the teaching a bit disjointed and lengthened the sessionReflection and Interpretation of Session: Teaching in a favorable climate (physical, social, psychological) is important. ?While it was a psychologically favorable environment and I felt supported to ask questions and explore the topics, it was not the ideal physical environment.Consideration of Future Strategies for Managing Similar Sessions (Analysis): While some interruptions for patient care cannot be negated, perhaps finding a quieter room or notifying colleagues that a certain time is set out for teaching, then this will help to optimize the learning environment. ?This is congruent with Malcolm Knowles 8 principles of androgogy. ??Also available online: ? 2011 Department of Family and Community Medicine * Do not post any details online or electronically which may represent a breach of privacy guidelines Teaching LogTeaching Log Session #: 9Date of Session: Dec 15, 2015# of hours: 2Name of Supervising Master Teacher: Dr. Roland MollanjiMedical Education Setting / Name of Teaching Program (e.g. Resident Day Back, PBL, etc.)Hospitalist service Location/Hospital: North York General HospitalName of Student/Participants: 1:1Education Level of Student (UG, PG, etc.) / Participants: PGY3Type of Education Activity (1:1 ambulatory, program meeting, etc.): 1:1 inpatient reviewing of inpatients and consults with staffTopics covered: interstitial lung disease, mycobacterium, antibiotic usePositive Aspects of Session: Teaching sessions started with me first telling him my approach to each of those topics and then we would cover whatever gaps in knowledge I hadCovered use of judicial investigations as opposed to ordering all the tests to work up interstitial lung disease. In doing so, this taught independent thinking in a clinical scenario as opposed to blindly following guidelines and textbooksDifficulties of Session: Discussion on use of antibiotics was very broad and difficult to remember antibiotic coverage. An approach and also a summary at the end of the teaching would have been helpful to consolidate Reflection and Interpretation of Session: Use of summary tables and a review of key points at the end will help learnersConsideration of Future Strategies for Managing Similar Sessions (Analysis): Consider giving handouts/summarizing points either at the end of the teaching session or the next day to remind the learner of the key points they should knowAlso available online: ? 2011 Department of Family and Community Medicine * Do not post any details online or electronically which may represent a breach of privacy guidelines ................
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