Walking the Walk Transitioning from Trainee to Clinical Educator Lauren DeCaporale-Ryan, PhD Laura Sudano, MA, LMFT Pieter le Roux, D Litt et Phil Colleen.

Walking the WalkTransitioning from Trainee to Clinical Educator

Lauren DeCaporale-Ryan, PhDLaura Sudano, MA, LMFT

Pieter le Roux, D Litt et PhilColleen Fogarty, MD, MSc

Courtney Kasun, RN, MNSc, CHPN

Collaborative Family Healthcare Association 17th Annual ConferenceOctober 15-17, 2015 Portland, Oregon U.S.A.

Session # PC 3 Thursday, October 15, 2015

Faculty Disclosure

• The presents of this session currently have the following relevant financial relationships (in any amount) during the past 12 months: None

Session Agenda

12:45 Welcome, Reflections of Lauren & Laura1:00 Learning theory1:25 Panel conversation2:10 Break2:20 Individual reflection2:30 Small group3:20 Individual reflection3:25 Large group

Learning Objectives

• Describe models of evidence-based learning theory relevant role as a clinical educator in an integrated setting.

• Apply new teaching methods relevant to clinical settings, and identify resources that support personal development as educator and that help facilitate the learning of trainees.

• Identify personal concerns and hurdles that make the role of clinical educator most challenging and subsequently identify methods to overcome such challenges.

At conclusion of the session, the participant will be able to:

Additional Aims

• Identification of personal values important to your identity as “clinical educator”

• Development of a small group for continued consultation after today

• Initial development/outline of your clinical educator philosophy statement

REFLECTIONS FROM YOUR FELLOW ECPS

Laura & Lauren

Not in Kansas anymore

“Teachers work with teaching tools.”-How People Learn (1999)

EVIDENCE-BASED LEARNING THEORY

Laura & Lauren

HOW WE LEARNLaura

• What is one thing that you learned during supervision that has stuck with you?

• Which brain rule does this fit?

ATTENDING TO THE ENVIRONMENTLauren

Adult Learning Theory

• 5 Assumptions: Adults…– Are independent & self-directted– Have accumulated experience– Value learning that fits into life– More interested in problem centered approaches– Are motivated to learn by internal vs external

factors

(Malcolm Knowles’ “andragogy” definition as outlined in Kaufman, 2003)

Community

Learner centered

Knowledge centered

Assessment centered

Creating the Right Environment

(Donovan et al, 1999)

Problem-Based Learning in Medical Settings

• Trainees are responsible for their own learning• Free inquiry • Learning incorporates multiple

disciplines/approaches• Collaboration is essential

(Savery, 2006; Schmidt et al, 2011)

From Theory to Practice

(Kaufman 2003)

EDUCATING IN INTERPROFESSIONAL SETTINGS

Colleen Fogarty

The “Field” of Interprofessional Education (IPE)

“When students (and faculty) from two or more professions learn about, from and with each other to enable effective collaboration and (to) improve health outcomes.”

WHO Study Group on Interprofessional Education and Collaborative Practice, 2010

About

From

With

Learning

Each Other

WHO Report: “Framework for Action on Interprofessional Education and Collaborative Practice’ (2010)

22

IPE Competencies

EDUCATING TO LEARNERS WITH A RANGE OF READINESS

Pieter Le Roux

Educating young learners vs those with more experience

• The learner/educator continuum• Developmental themes• Effective educator interactions

Developmental themes

• A core skill of the educator is the ability to focus on learner needs

• The young educator is often focused on his/her own evolving professional identity

• Paradoxically the young professional educator has to become a beginner once again

Effective Educator Interactions

• Active involvement in the learning process• Interacts positively with learners• Respects the learner • Includes skills and knowledge of the learner in

the learning environment• Stimulates the learner• Demonstrates empathy and authenticity

Effective Educator Interactions (cont.)

• Demonstrates clinical competence• Explains clinical skills and knowledge (clearly)• Provides direct and constructive feedback

(evaluation)• Models professionalism (including

collaboration)

WHEN STILL BECOMING EXPERTCourtney Kasun

Teaching with shifting expertise

Why am I talking about this?

Benner’s novice to expert

The distress of expert to novice

Benefits of teaching in transition

Challenges of teaching in transition

EXPERIENCED REFLECTIONS & CONVERSATION

Colleen, Courtney, Pieter

What I wish someone told me about supervising in an interprofessional setting is…

The biggest challenge for me transitioning from trainee to clinical educator was…

What I want you to know about

you transitioning from trainee to

clinical educator is…

I find it most rewarding to work with…

I find it most challenging to work with…

REFLECTION • Greatest fear in becoming a supervisor

• Who will you most get along with?

• Who will you have greatest challenge in working with?

• What strengths do you bring?

• What personal areas do you wish to work on?

• What are the resources available to you to support your continued growth?

SMALL GROUP WORK

DEVELOPING A PHILOSOPHY

DISCUSSIONQuestions – Comments - Reflection

ReferencesBannister, S.L., Raszka, W., Maloney, C.G. (2010). What Makes a Great Clinical Teacher in Pediatrics? Lessons Learned from the Literature. Pediatrics, 125 (5): 863-865. Donovan, M.S., Bransford, J.D., & Pellegrino, J.W. (1999). How People Learn: Bridging Research & Practice. Washington, DC: National Academy Press.

Garfunkel, L. C., Pisani, A. R., eRoux, P., Siegel, D. M. (2011). Educating Residents in Behavioral Health Care and Collaboration: Comparison of Conventional and Integrated Training Models". Academic Medicine, 86(2): 174-179. Hall, P. (2005) Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional care, Supplement 1: 188-196.

Johnson, W.B., & Ridley, C.R. (2008). The elements of mentoring. New York, NY: Palgrave Macmillan Kaufman, D.M. (2003). ABC of learning and teaching in medicine : Applying educational theory in practice. British Medical Journal, 326: 213-216. Peternelj-Taylor, C. (2011). Is impostor syndrome getting in the way of writing for the Journal of Forensic Nursing? Journal of Forensic Nursing, 7: 57-59.

ReferencesPisani, A.R., leRoux, P., Siegel, D.M. (2011). Educating Residents in Behavioral Health Care and Collaboration: Integrated Clinical Training of Pediatric Residents and Psychology Fellows. Academic Medicine, 86(2): 166-173. Savery, J.R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary journal of problem-based learning, 1(1): 9-20. Schmidt, H.G., Rotgans, J.I., Yew, E.H.J. (2011). The process of problem-based learning: what works and why. Medical Education, 45: 792-806. Additional Helpful Resources Core Competencies for Interprofessional collaborative Practice, May 2011 Report of Expert Panel:http://www.aacn.nche.edu/education-resources/ipecreport.pdf World Health Organization Framework for action on interprofessional education and collaborative practice. 2010http://www.who.int/hrh/resources/framework_action/en/