Dr. Cheryl Holmes
Dr. Mike Purdon
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We have nothing to disclose
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Dr. Nick Leinweber is a superstar
Two Cases
Teaching Points
3 Teaching Points
from previous
speakers
5 New Teaching
Points
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Video 1 case
Video 1 debrief
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White male students reported higher
assertiveness than Asian & First Nations
Students reporting greater reticence had
lower clerkship grades
Being “outspoken and talkative” is a Western
norm not shared by all cultures
Asian students who were forced to “talk out
loud” when solving reasoning problems,
performance decreased
Lee et al. 2007, 2009
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Clerkship-
◦ make the learning environment safe (it is a Brain
Rule that we learn better when not stressed)
◦ Multiple Assessments more reliable
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Assessment:
◦ Early identification and feedback
◦ Identify specific behaviours that require
remediation
◦ Avoid fundamental attribution error
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Remediation: Coaching – mentor and peer
Deliberate Practice: Provide opportunity to
practice
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Humans observe behaviour
When judging behaviour, we tend to:
◦ Overemphasize factors related to the person
◦ Undervalue factors related to the context or
situation
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We are often WRONG
The way we judge behaviours is not stable
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Video 2 case
Video 3 debrief
What is learned is more
important than what is taught
Self assessment
ability is generally
poor
Embarrassment and threat diminish
learning
Multifactorial
Analysis
Mindfulness
in Teaching
Prerogative
Based Learning
Model
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When judging behaviour
◦ we overemphasize factors related to the person
◦ we undervalue factors related to the context or
situation
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We are often wrong.
We do not make the attribution error with
ourselves
Video 3
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Learner Characteristics
◦ Cognitive and non cognitive
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Administrative Factors
Educator Issues
 Bentle, Avegno, Hegarty, Manthley, 2011
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Information Gathering
◦ Objective, Multidisciplinary Assessment
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Documentation
◦ SOAP
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Feedback
◦ Frequent and Timely
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Students operate above or below an
acceptable threshold
Above: suggestions for change
◦ Student’s prerogative
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Below: mandated change
◦ Program’s prerogative
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Attentiveness
Curiosity
Flexibility
Presence
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Challenges
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Distraction
Conflicting Roles
Technology
Turnover
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Availability
Practice Presence
Invite Curiosity
Active Engagement
What is learned is more
important than what is taught
Self assessment
ability is generally
poor
Embarrassment and threat diminish
learning
The
Wisdom of
a Crowd
Fundamental
Attribution Error
Mindfulness
in Teaching
Multifactorial
Analysis
Prerogatives
Based Learning
Model