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Teaching during patient care
- Not enough teaching during patient care; Appearing too busy to teach when high census; No teaching pearls; Not explaining rationale for clinical decisions; Rounds too long
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- Observe coach for Teaching
- Be observed by coach for teaching
- Simulated teaching: Review census/cases with coach to discuss rounding plans, examples of teaching pearls
Coach: same specialty
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Professionalism
- Ignoring learners; Demeanor, tone of voice, appearing annoyed, showing frustration, berating team, standoffish, condescending, rude; Not interrupting presentations; not listening during presentations; Learners not feeling valued; Failure to model good patient interactions
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Setting expectations and providing feedback
- Lack of expectations; No feedback; critical feedback; Feedback in front of others
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- With coach, discuss and role play setting expectations for learners
- With coach, discuss and role play delivering feedback to learners
Coach: Same specialty or different specialty
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Clinical skills
- Over-consulting specialties; Overly conservative in management; Lacking baseline knowledge or skills
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- CME: Identified by faculty and EO
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- Identify core of issue
- 1:1 coaching on skill
Coach: Same specialty- consider Master Clinicians
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Autonomy vs. Supervision
- Not giving learners autonomy, micromanaging; Unavailable
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- Identify core of issue
- 1:1 coaching on skill with simulated learner (procedures) or discussion of census and learner roles
Coach: Same specialty- consider Master Clinicians
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