| Contributors | p. xi |
| Preface | p. xiii |
| Foreword | p. xix |
| Acknowledgments | p. xxi |
| Information and Ideas | |
| Our Physician Forebear Sir William Osler as Teacher to Emulate | p. 3 |
| Social Learning Theory and the Development of Clinical Performance | p. 18 |
| Clinical Teaching Techniques for Residents | p. 38 |
| Observing, Developing, and Reflecting on Residents' Teaching Strategies | p. 66 |
| Planning and Implementing a Teaching-Skills Improvement Program for Residents | p. 81 |
| Residents as Teachers: Evaluating Programs and Performance | p. 100 |
| Interpretation and Projections | p. 115 |
| Materials for Teaching-Skills Programs | |
| The Role of the Senior Resident: Team Manager, Leader, and Teacher | p. 129 |
| Acknowledgments | p. 129 |
| Introduction | p. 130 |
| Course Background and Evaluation | p. 130 |
| Course Description | p. 131 |
| Development of a Resident Teaching Skills Course | p. 132 |
| Teaching Course Manual for Residents | p. 133 |
| Management of a Team | p. 133 |
| Resident as Manager of a Team | p. 133 |
| Fundamentals of Management | p. 134 |
| Supervising Patient Care | p. 137 |
| Work Rounds | p. 137 |
| Team Problems | p. 141 |
| Attending Interactions | p. 143 |
| Attending Rounds | p. 143 |
| Negotiation Skills | p. 146 |
| Work Rounds with the Attending | p. 149 |
| Resident as Teacher | p. 150 |
| Resident Has a Key Role as Teacher | p. 151 |
| Determinants of Learning | p. 151 |
| Microskills of Teaching | p. 154 |
| Teacher Reasoning and Action | p. 154 |
| The Five Microskills of Teaching | p. 154 |
| Microskills Demonstration Case | p. 161 |
| Microskills Practice Cases | p. 162 |
| Feedback and Evaluation | p. 163 |
| Feedback Versus Evaluation | p. 163 |
| Feedback | p. 164 |
| Evaluation | p. 168 |
| Criteria for Grading | p. 170 |
| Problem Behaviors in Residents | p. 171 |
| Team Morale and Conflicts | p. 171 |
| Strategies to Reduce Residency Stress | p. 175 |
| Mental Health Consultation for Residents and Medical Students | p. 175 |
| Substance Use | p. 175 |
| Substance Abuse | p. 176 |
| Impaired Physicians | p. 177 |
| Warning Signs of Impairment | p. 178 |
| Getting Help | p. 179 |
| Sexual Harassment and Gender Discrimination | p. 180 |
| Annotated Bibliography | p. 181 |
| Teaching Materials for Pediatric Residents: Three Modules | p. 187 |
| The Student-Teacher Relationship | p. 189 |
| Goals | p. 190 |
| Facilitator Guide | p. 191 |
| Handouts for the Session | |
| Listening in the Relationship--An Exercise | p. 193 |
| Characteristics of an Effective Student-Teacher Relationship | p. 194 |
| Alternative Exercise | p. 195 |
| References | p. 197 |
| Teaching in Small Groups | p. 198 |
| Goals | p. 198 |
| Facilitator Guide | p. 199 |
| Agenda for the Exercise | p. 200 |
| Handouts | |
| Stages of Group Process and Dynamics | p. 202 |
| Group Process--Effective Group Member Behaviors | p. 204 |
| Group Process Behavior Analysis | p. 205 |
| Teaching Tips for a Case Discussion | p. 206 |
| References | p. 208 |
| Giving and Receiving Feedback | p. 210 |
| Facilitator Guide | p. 211 |
| Feedback (as transparency) | p. 213 |
| Evaluation (as transparency) | p. 214 |
| Reflective Exercise | p. 215 |
| Characteristics of Constructive Feedback | p. 216 |
| Case: "You've got Something to Say" | p. 217 |
| Tips on Planning Individual Feedback Sessions | p. 220 |
| References | p. 221 |
| Teaching Skills Modules | p. 222 |
| Introduction to Teaching Clinical Procedures | p. 223 |
| What do you do on Work Rounds? | p. 227 |
| Role Play for 1:1 Teaching with a Patient | p. 230 |
| Forms for Evaluation of Resident Teaching-Skills Programs and Resident Performance | p. 235 |
| Index | p. 247 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
