Prepare the Teaching Prepare the Teaching EnvironmentEnvironmentPrepare the Teaching Prepare the Teaching EnvironmentEnvironment

IntroductionIntroductionIntroductionIntroduction

• Describe the worst room you ever experienced as a student or teacher?

• The best?

ObjectivesObjectivesObjectivesObjectives

• Prepare the classroom environment

• Prepare for practice in a simulated environment

• Select sites for clinical practice

• Prepare the clinical practice environment

Classroom Questions #1Classroom Questions #1Classroom Questions #1Classroom Questions #1

• Is the space large enough for the number of students?

• The classroom should be large enough for:• A table in the front of the room for the teacher.• Space for audiovisual equipment • The students should be able to see the projection

screen and other visual aids• Space for students to work in small groups (if

applicable)

Classroom Questions #2Classroom Questions #2Classroom Questions #2Classroom Questions #2

• Is the room properly heated or cooled and ventilated?

• Is the lighting adequate?

• Is the seating appropriate?

• Is there audiovisual equipment in working order available?

Examples of Simulated Practice Examples of Simulated Practice ActivitiesActivities

Examples of Simulated Practice Examples of Simulated Practice ActivitiesActivities

• Practice counseling during role plays

• Learn to perform a pelvic examination using an anatomic model

• Practice counting breathing rate using videos of children with acute respiratory infections

• Practice assessing maternal nutrition using simulated patients

Options for Simulated Options for Simulated PracticePractice

Options for Simulated Options for Simulated PracticePractice

• In the classroom (supplies ready, room set up)

• In a skills development lab or clinical skills center.

• At the clinical practice site (take supplies and equipment, practice with feedback, good when caseload is low).

Equipment and SuppliesEquipment and SuppliesEquipment and SuppliesEquipment and Supplies

• Anatomic models

• Learning materials (manuals, books, checklists, charts, exercises, etc.)

• Physical supplies (chairs, tables, AV equipment, flipchart with markers, etc.)

• Medical supplies (gloves, instruments, drapes, IP supplies, etc.)

Planning a Skills Development Planning a Skills Development Lab (SDL)Lab (SDL)

Planning a Skills Development Planning a Skills Development Lab (SDL)Lab (SDL)

• Administrative support and dedicated space, equipment and supplies.

• Room that is accessible and can be locked.

• Room with lighting and space for students to work.

• Room that is secure and can be locked.

Introducing a SDL #1Introducing a SDL #1Introducing a SDL #1Introducing a SDL #1

• Meet with administrative staff and reach consensus on establishing the SDL and how the SDL will be managed.

• Set up a small working group of “champions.”

• Gather the group to achieve consensus regarding physical location and setup, supply management, faculty orientation to the SDL, SDL hours, and staffing.

Introducing a SDL #2Introducing a SDL #2Introducing a SDL #2Introducing a SDL #2

• Physically set up the SDL (see Figure 4-1).

• Orient faculty to the SDL.

• Orient students to the SDL.

Manage the SDL #1Manage the SDL #1Manage the SDL #1Manage the SDL #1

• Post in key locations the hours that the SDL will be open and any related schedules.

• Provide instructions on how to gain access to the SDL after hours.

• Remind appropriate faculty of the availability of the SDL for demonstration of skills and assessment of competency prior to clinical experiences.

Manage the SDL #2Manage the SDL #2Manage the SDL #2Manage the SDL #2

• Delegate someone to be available and responsible for keeping the keys.

• Staff the SDL with faculty or senior students during designated times for practice and demonstrations.

• Maintain supplies, resources, and equipment and ensure that they are not borrowed for other uses.

Manage the SDL #3Manage the SDL #3Manage the SDL #3Manage the SDL #3

• Choose several senior-level students to be available during practice times.

• Orient these students to the SDL and, before approving them as assistants, use checklists to evaluate their skills with models.

Sites for Clinical Practice #1Sites for Clinical Practice #1Sites for Clinical Practice #1Sites for Clinical Practice #1

• Is the environment consistent with the skills being taught?

• Is the staff receptive to supervising students?

• Is there adequate space for the number of students?

• Are there enough patients?

Sites for Clinical Practice #2Sites for Clinical Practice #2Sites for Clinical Practice #2Sites for Clinical Practice #2

• Are there appropriate types of patients?

• Is the site easily accessible for students and tutors?

• Is this clinical site still meeting learning needs (if an existing site)?

Prepare the Physical Prepare the Physical EnvironmentEnvironment

Prepare the Physical Prepare the Physical EnvironmentEnvironment

• Has a room been reserved for the students for discussion or small group activities?

• Are the essential drugs, supplies, and equipment available?

Manage Site LogisticsManage Site LogisticsManage Site LogisticsManage Site Logistics

• Is practice scheduled at a time when patients are available and that is convenient for clinical staff?

• With whom do you need to coordinate clinical practice?

Consider Patient FlowConsider Patient FlowConsider Patient FlowConsider Patient Flow

• Is there adequate patient caseload?

• Will you need to schedule patients?

• Are there appropriate types of patients?

Clinical Site StaffClinical Site StaffClinical Site StaffClinical Site Staff

This topic and much more will be covered in the Manage Clinical Practice module

SummarySummarySummarySummary

• Let’s review the job aid on Page 4-13.

• What kinds of simulated and clinical practice experiences will you need to implement your curriculum?

• Will you do this in the classroom or in a skills lab?