Educational Principles: Difference between revisions
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[https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty] | [https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty] | ||
<b>ASK-TELL-ASK</b> | <b>ASK-TELL-ASK</b> | ||
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:• encourages preceptors to provide specific feedback | :• encourages preceptors to provide specific feedback | ||
:• can be used across a variety of settings | :• can be used across a variety of settings | ||
<b>PENDLETON'S RULES</b> | |||
:• Clarify any points of information | |||
:• Ask the student to identify what went well | |||
:• The facilitator and observers to also comment on what went well | |||
:• Ask the student to comment on what could be improved | |||
:• The facilitator and observers to also comment on what could be improved | |||
:• Designed to make feedback balanced, learner-centered, and constructive. | |||
:• It's commonly used in teaching settings like ward rounds, OSCE practice, and supervision. | |||
:• Positive reinforcement before constructive criticism | |||
:• Strengths | |||
:• Encourages active learning and reflection | |||
:• Builds confidence by starting with positives | |||
:• Provides clear, structured feedback | |||
:• Promotes a supportive learning environment | |||
Revision as of 11:22, 16 April 2026
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Relevant Article Depot:
Debriefing Format
Sitting in a calm, quiet (away from others) space with student nearer to (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 [primary/contingency], 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
Providing Effective Feedback to Residents
Coaching inexperienced clinicians before a high stakes medical procedure: randomized clinical trial Editorial
Three Good Questions for Faculty and Their Mentors in Support of Academic Career Development
A scoping review of feedback features during clinical education for anaesthesia trainees
Feedback for Learners in Medical Education: What Is Known? A Scoping Review
Educational Strategies to Prepare Trainees for Clinical Uncertainty
Teaching Techniques of the 21st Century: Simulation, Virtual Reality, and Beyond
Using entrustment-supervision scales in anaesthetic assessments
Simulation beyond Residency: A Call to Action for Anesthesiology Leaders and Perioperative Teams
Calibrating Critical Feedback: The Three Zones of Learner Response
Decision Making under Deep Uncertainty
ASK-TELL-ASK
• The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students.
• The strengths of this model:
- • learner-centered
- • fosters students' self-assessment skills
- • increases students' accountability for learning
- • encourages preceptors to provide specific feedback
- • can be used across a variety of settings
PENDLETON'S RULES
- • Clarify any points of information
- • Ask the student to identify what went well
- • The facilitator and observers to also comment on what went well
- • Ask the student to comment on what could be improved
- • The facilitator and observers to also comment on what could be improved
- • Designed to make feedback balanced, learner-centered, and constructive.
- • It's commonly used in teaching settings like ward rounds, OSCE practice, and supervision.
- • Positive reinforcement before constructive criticism
- • Strengths
- • Encourages active learning and reflection
- • Builds confidence by starting with positives
- • Provides clear, structured feedback
- • Promotes a supportive learning environment