05.11 - Debrief of Teaching Orchiectomy Teaching

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From the course by University of Michigan

Teaching and Assessing Clinical Skills

85 ratings

University of Michigan

Teaching and Assessing Clinical Skills

85 ratings

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

From the lesson

UNIT 5 - THE BRIEFING, INTER-CASE OR INTRA-OPERATIVE TEACHING, DEBRIEFING (BID) MODEL FOR CLINICAL TEACHING

The objectives for this module are that after you actively engage in the activities, you will be able to: 1. Describe the basic theoretical underpinnings of the BID model. 2. Develop a briefing focused on a learning objective 3. Perform intra-encounter teaching focused on the learning objective 4. Perform a short debriefing focused on the learning objective Note: while this model was developed for the operating room, you will find that it applies to any clinical setting. In each encounter think about first working with learner to set her objectives, then teaching during the clinical encounter and finally providing feedback or debriefing.

05.01 - Introduction - Teaching in the OR and Beyond7:23

05.02 - Briefing8:00

05.03 - Debriefing of Briefing3:55

05.04 - IntraOperative Teaching8:01

05.05 - Debrief of Procedure Placement of Staples2:02

05.06 - Procedure: Foley Placement2:11

05.07 - Debrief of Procedure: Foley Placement3:00

05.08 - Teaching a Student1:36

05.09 - Debrief of Teaching a Student2:44

05.10 - Orchiectomy Teaching2:10

05.11 - Debrief of Teaching Orchiectomy Teaching2:23

05.12 - Prostatectomy Teaching2:05

05.13 - Debrief of Teaching Prostatectomy Teaching2:07

05.14 - Debriefing9:35

05.15 - Debrief of Debriefing1:12

05.16 - Debriefing of Complication1:39

05.17 - Debrief of Debriefing of Operative Complication3:21

05.18 - Dr. Jill Cherry and Dr. Cheryl Lee2:19

05.19 - Dr. Vesna Ivancic6:21

05.20 - Dr. Bakshi3:29

05.21 - Dr. Rebecca Hong3:21

05.22 - Caveats and Things to Remember2:22

Meet the Instructors

Sally Santen, M.D., Ph.D.
Associate Professor - Emergency Medicine
University of Michigan Medical School

So this is interesting, Nicole.

This video is a great example of what happens often,

when you have a junior learner, who wants to do a case, and

a case isn't real complex, so often you can let them get started, but

at times, you fall into a trap, perhaps of being a bit too directive.

I wonder if you can share your thoughts about this video.

>> Yeah, so the learner came in with some pretty big ideas.

And you know, whether or not they're appropriate, I'm not a surgeon.

I can't really say, but I think that, when a learner comes in with big ideas,

like that, like he wants to deliver the testes.

He wants to, I forget what the first thing was.

>> Mobilize the cord.

>> Mobilize the cord.

So he want to do the major aspects of this operation, and

if you feel that you can trust him as a learner to do that, that's fine.

But, I think it's important to be ready to step in, obviously.

And, It's also important to be ready to say,

here's how I as an expert think about that.

So for instance, this guy had a large testicular mass.

There were probably some things that you as an expert think about when your

dealing with that particular problem,

that maybe a new learner who's only seen this operation once, but hasn't really

ever done it may not even think about so I think that we, does that make sense?

>> I think it does.

The one thing I feel like is missing here,

in this context is more reflection on the part of the learner, actually.

Did you have that sense?

>> Yeah, he just wanted to use his hands.

He wasn't all that interested in using his head.

And that's kind of where you, as the expert come in,

is to say, here's how we as experts use our head, in this particular operation.

So I think you talked about maybe, what would you talk about probably?

>> Some of the things that you see in the videos, as learners struggling to perhaps

deliver the testes, there are some pearls we can do.

Enlarging the incision, making sure our field is clear of any bleeding,

those kinds of things.

And so I think that, more of that conversation might have been helpful,

in this example.

>> I think so too, but I think, overall, I think the learner was probably very happy.

[LAUGH] >> [LAUGH] I agree.

[LAUGH]

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