01.04 - Pediatrics History-taking Feedback - UNIT 1 - PROVIDING FEEDBACK | Coursera

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01.04 - Pediatrics History-taking Feedback

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Teaching and Assessing Clinical Skills

University of Michigan

4.7 (295 ratings) | 11K Students Enrolled

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The purpose of this course is to improve feedback, clinical teaching, and assessment of clinical skills.

Reviews

4.7 (295 ratings)

5 stars
76.94%
4 stars
16.27%
3 stars
4.06%
2 stars
1.35%
1 star
1.35%

PB

Jul 10, 2020

This course provided very useful concepts on how to help learners with clinical skills. The vignettes were quite helpful and I found the last section about EBM as a wonderful bonus.

ZF

Jun 12, 2020

great course! in-depth detail on how to teach and assess learners and it breaks down each concept by giving real life examples, helping to see how it would work in reality.

From the lesson

UNIT 1 - PROVIDING FEEDBACK

The objectives for this module are that after you actively engage in the activities, you will be able to 1: Understand the importance of feedback and the barriers to providing feedback. 2: Provide effective feedback to learners.

01.00 - Unit 1 Introduction 1:13

01.01 - What is Feedback?3:43

01.02 - What is Important About Feedback? 6:23

01.03 - What is Difficult About Feedback? 6:30

01.04 - Pediatrics History-taking Feedback1:31

01.05 - Debrief of Pediatrics History-taking 3:57

01.06 - RIME and ACGME 3:17

01.07 - Providing Feedback1:48

01.08 - Debrief of Providing Feedback 2:27

01.09 - Wrap-up - Video Discussion8:21

01.10 - How to Provide Feedback 10:01

01.11 - Lumbar Puncture Procedure Roleplay1:58

01.12 - Debrief of Lumbar Puncture Video 4:11

01.13 - Anesthesia Case Feedback1:03

01.14 - Debrief of Anesthesia Case Feedback 3:53

01.15 - Wrap-up 0:56

Taught By

Sally Santen, M.D., Ph.D.
Associate Professor - Emergency Medicine

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Transcript

So Sam, I wanted to talk to you about that oral presentation. Do you have a minute? >> yeah, sure. I guess. >> Okay good. It's just going to be a minute. >> Okay. >> You know, Johnny Smith he's that three year old with the trouble breathing. Oh yeah, yeah, I just met him this morning. >> So. Yeah, so when you were presenting, you know, the, the whole history, I was really confused. I couldn't figure out, when did he go to the ER? When did he take some medications? Did his mom notice the symptoms first? It was kind of all over the place. And then you got to the studies and then you got to the plan, but I've really had no idea what your assessment was. So, what happened with that? Well, I, you know, I just picked him up this morning, I didn't have a chance to spend a lot of time with him. I'm just kind of going based on the notes that I got. Well, I talked to him a little bit, but I thought I knew his story. >> Okay, well, it was pretty unorganized, so what I think you need to do is write out the whole history. because if you can get it kind of chronologic in your mind, then I think when you present it, it will make more sense. And then have an assessment that flows from your history. Then the plan will make sense because the plan will come from the assessment, right? >> Yeah. I guess that makes sense. >> Okay. >> I was kind of confused about him but. >> Okay. Well, I'm sure the next one will be better, so. >> All right. >> Great, great. [BLANK AUDIO]

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