Educational Principles: Difference between revisions
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[https://pubmed.ncbi.nlm.nih.gov/33124073/ The "Difficult Learner" in anesthesiology: Challenges, pitfalls, and recommendations] | [https://pubmed.ncbi.nlm.nih.gov/33124073/ The "Difficult Learner" in anesthesiology: Challenges, pitfalls, and recommendations] | ||
[https://pubmed.ncbi.nlm.nih.gov/21966046/ The Flexner Report--100 years later] | |||
[https://www.bjanaesthesia.org.uk/article/S0007-0912(23)00257-X/fulltext Evolution of the feedback conversation in anaesthesia education: a narrative review] | [https://www.bjanaesthesia.org.uk/article/S0007-0912(23)00257-X/fulltext Evolution of the feedback conversation in anaesthesia education: a narrative review] | ||
Revision as of 22:36, 2 August 2024
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Relevant Article Depot:
Debriefing Format
Sitting in a calm, quiet (away from other) space with student nearer (open) door (so as not to block exit). Is this a good time to debrief?
How did the day go? Why? (Themes: good information gathering, planning [prinary/cintingency], communication, situation awareness, attention to flow)
What went well? What 2 things will you keep in your repertoire “basket.”
What didn’t go so well? Name something you’ll leave out of your basket.
What else about today comes to mind?
What can I (as an educator/supervisor) do differently? (Theme: teaching, support, independence)
Key question: Are you a different anesthesiologist now than you were at 7am?
Being a good educational supervisor
WFSA: Education for anaesthesia providers worldwide
Article list on Educational principles in anesthesia
Mentoring:Seven Roles and Some Specifics
Approach to Handling a Problem Resident
A general framework for approaching residents in difficulty
Resident remediation, probation, and dismissal basic considerations for program directors
The "Difficult Learner" in anesthesiology: Challenges, pitfalls, and recommendations
The Flexner Report--100 years later
Evolution of the feedback conversation in anaesthesia education: a narrative review