Medical Teaching in Ambulatory Care, Third Edition

Medical Teaching in Ambulatory Care, Third Edition

WARREN RUBENSTEIN
YVES TALBOT
Copyright Date: 2013
Pages: 168
https://www.jstor.org/stable/10.3138/j.ctt2ttnnb
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  • Book Info
    Medical Teaching in Ambulatory Care, Third Edition
    Book Description:

    A practical, hands-on resource for physicians in all specialties,Medical Teaching in Ambulatory Careis a guide on training medical students and residents in settings such as private practices and hospital clinics.

    eISBN: 978-1-4426-6233-9
    Subjects: Education, Health Sciences

Table of Contents

  1. Front Matter
    (pp. i-vi)
  2. Table of Contents
    (pp. vii-viii)
  3. Acknowledgments
    (pp. ix-2)
  4. Introduction For Whom the Authors Toiled – A Third Time
    (pp. 3-9)

    Since the first publication ofMedical Teaching in Ambulatory Carein 1993, primary care physicians and specialists who teach medical students or postgraduate trainees in ambulatory care have used it throughout the world. Historically, learners worked with physicians in dedicated hospital-based teaching centres. More recently, they have begun to work with physicians in community-based locations. This refers to the office, solo or group, where the practitioner is the physician of record for, and provides continuity of care to, the patients. In addition to these community practitioners’ offices, traditional outpatient clinics in teaching hospitals, community hospitals, and local neighbourhood health centres...

  5. Chapter One Learning and Teaching in Ambulatory Care
    (pp. 10-24)

    Dr. Z.Z. Smith completed his residency five years ago and began to work with Clinics of Main Street, a large multi-specialty clinic. Like many of his colleagues, he admitted patients to the local community teaching hospital and taught the medical students and residents on a daily basis. Soon, because of his enthusiasm, learners asked if they could see patients with him in his office.

    Dr. Smith enjoyed teaching and was pleased that learners were interested in working with him. Like some doctors, however, he had no training in teaching and felt his skills were inadequate. He wondered why some teaching...

  6. Chapter Two Teaching Skills in Ambulatory Care
    (pp. 25-42)

    After reading about theories of learning, Dr. Z.Z. Smith decided he needed to know more about teaching skills. He realized that he tended to teach in a certain way when he had learners in the clinic. He also recognized that, somehow, he had learned his style of teaching; he knew it was not a birthright.

    After thinking about it, he concluded that he had borrowed the style of his favourite teacher in medical school. It was the style he knew best and was most comfortable with, and it seemed useful for the amount of time available in the office. His...

  7. Chapter Three Setting Up the Clinic for Teaching
    (pp. 43-67)

    Several years after he joined Clinics of Main Street, Dr. Z.Z. Smith became the director. He made an agreement with the local medical school to have senior medical students and residents come to the clinic for their ambulatory training. Thinking back to the meeting he had with his colleagues after the associate dean of the medical school approached him, he recalled that, at first, most were against it. They made comments such as:

    “We already teach at the hospital. Why do we have to teach in the office, too?”

    “We had little ambulatory experience when we were training and we...

  8. Chapter Four Strategies to Use during the Teaching Day
    (pp. 68-94)

    During the weekly medical staff meeting at the Clinics of Main Street, Dr. Brown asked the director about the teaching function: “We now have all these students and residents who work here almost every day, but there does not seem to be much teaching going on. Sure, we talk about the cases they see, but it’s all rather spontaneous and haphazard. How can we make the best use of our teaching time?”

    Then, Dr. Blue spoke: “Also, there are three obligations that we have to keep in mind: (a) the need for the attending physician to be responsible for care...

  9. Chapter Five Special Learning Situations
    (pp. 95-128)

    It has been a year now since medical students and residents started coming to Dr. Smith’s group practice. Overall, it has been a positive experience for the staff, and learners’ evaluations of their time in the clinic have been favourable and appreciative. The patients have responded well, and the doctors are becoming more comfortable with the ambulatory care teaching strategies. As one of Dr. Smith’s colleagues said: “When a motivated learner encounters an enthusiastic teacher in a conducive environment, learning seems easy.”

    As Dr. Smith and his associates have also discovered, however, office procedures do not always run smoothly. Some...

  10. Chapter Six Evaluation
    (pp. 129-146)

    As the months passed, the medical staff at the Clinics of Main Street became more comfortable with the strategies for teaching learners on a day-to-day basis. Dr. Smith followed the process by periodically asking each of them about their progress.

    Several of his colleagues mentioned they could benefit from having a system that could summarize and share all the information they gather on daily learner performance. The teachers had amassed considerable data, but had no method for gathering them together and reviewing them for the learners. The staff wanted to pool information from several teachers into one comprehensive report.

    Dr....

  11. Index
    (pp. 147-153)