How to "ENGAGE" Multilevel Learner Groups in the Clinical Setting.

Abstract

* Abbreviations: IVIg — : intravenous immunoglobulin KD — : Kawasaki disease MLL — : multilevel learner In many clinical settings, multiple trainees work alongside a single preceptor. Not surprisingly, there is great variability in the knowledge and skills of medical students, residents, fellows, and other health professions trainees. In such settings, it can be challenging to engage the entire team while avoiding teaching that any particular trainee would perceive as too elementary or too complex. Thus, great clinical teachers employ strategies to develop different learners’ clinical skills and independence. Unfortunately, not much information is available on this topic, and clinical teachers may only find effective teaching strategies for such multilevel learner (MLL) groups by trial and error.1–4 A quick assessment of learners’ needs and educational levels forms the foundation of teaching MLLs. When joining an inpatient team or starting a day in the outpatient clinic, the great clinical teacher finds out who are the medical, physician assistant, nursing, or therapy students and who are the interns, senior residents, or fellows. Experienced preceptors seek opportunities to talk with learners one-to-one, ask about their interests, and work with them to develop 1 or 2 specific learning goals. Great teachers ask skillful questions to gain insight into each learner’s unique experiences, knowledge base, and adeptness with clinical reasoning.5 … Address correspondence to Patricia D. Quigley, MD, MME, Johns Hopkins All Children’s Hospital, Office of Medical Education, 601 5th Ave S, Saint Petersburg, FL 33701. E-mail: patricia.quigley{at}jhmi.edu