Setting the agenda helps to clarify expectations. Take a minute to do this before you start to save time and frustration later.
“So, today we will/we will not/we need to…”
“Is there anything in particular you would like to cover today?”
“If possible, I would like to…”
People tend to fall into certain roles based on their position unless we are proactive in discussing what we want them to do, or what we would like to do ourselves.
Set roles at the start of the round, or rotate patient-by-patient.
How about you watch…/listen to how we…/tell me at the end of the round one thing you learned today.”
A lot of time can be wasted teaching learners what they already know. Target teaching to learner needs where possible.
Have in your hands a few effective teaching strategies to use when time is limited. Select the links below for details and video examples of 3 different strategies:
Time will not allow this for every patient, or on every day, but regular opportunities for brief reflection will help learning accumulate over time.
“How do you think that went?”
“I thought that was a difficult conversation, I think…”
“I was wondering why…”
Provide closure to the overall round, and to each clinical encounter.
“Can you tell me what you understand our plan is today?”
Be explicit about learning and education