在社区和门诊环境下的教学.ppt

Feedback反馈 Constructive 建设性的 Regular 定期的 Suggestions for improvement 改善建议 Sandwich method 三明治方法 What was done right (reinforce) 做对的（加强） What was done wrong (correct) 做错的（纠正） What to improve on next time 下一次要改善的 Office process门诊过程 Learner history, exam and organize thoughts 学习者---病史、查体和整理思路 Present to preceptor 汇报给督导老师 Discuss findings 讨论结果 Plan management 计划处理 Process过程 Mutual questions 互相提问 Identify learning issues 明确要学习的问题 Mini lectures 小讲座 Learner self study and report later 学习者自我学习，然后再报告 Involve Evidence Based Medicine应用询证医学 PICO format PICO形式 Population 人群 Intervention 干预 Comparison 比较 Outcome 结果 Population人群 Who: An obese 45 years old female with Diabetes Mellitus Type 2 谁：一个患有2型糖尿病的45岁肥胖女性。 Intervention干预 Patient is taking metformin 病人正在服用二甲双胍 Comparison比较 Does taking metformin compared with diet alone will help this patient? 和单独饮食治疗相比，服用二甲双胍对这病人有帮助吗？ Outcome结果 Affect all-cause mortality 影响全因死亡率 Literature review indicated that patients aggressively treated with metformin compared with diet alone group had a 36% risk reduction for all cause mortality. 文献回顾显示：和单独饮食治疗组相比，服用二甲双胍积极治疗的那些病人全因死亡率风险下降36% 。 Therefore it would be appropriate to use metformin in this patient. 因此对这个病人来讲，服用二甲双胍是合适的。 Reasons for Evaluations评估理由 Identify learner’s strengths and weaknesses 明确学习者的强项和弱项 Determining competencies 确定能力 Make decisions regarding promotions retentions 对升级和留级做出决定 Determining grades 确定级别 Provide information to outside institutions 为外边的机构提供信息 Recording legal documentation 记录合法文件 Learner Deficiencies学习者不足之处 Knowledge base 知识基础 Skills 技术 Professionalism 专业素养 ACT EARLY 早行动 Evaluation评估 Continuous intermittent evaluations 持续的周期性评估 Dedicated final evaluati