| Beginning, setting up learning encounter |
Engage fellow |
Ask fellow where he gets stuck |
| Identify realistic learning goals for specific encounter |
Ask fellow to identify learning goals |
| Discuss how fellow will know if he or she has been successful |
Point out what competence looks like, and reframe misconceptions |
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| Middle, during encounter |
Collect specific observations for use in feedback later |
Take notes to make specific observations |
| Understand where fellow is in professional development |
Ask yourself, “Where is the fellow in his or her professional development?” |
| Balance fellow's learning needs with needs of patient/family |
Track fellow's behavior and patient's behavior |
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| End, after encounter |
Provide goal-directed feedback using learner's goals |
Ask fellow for self-assessment |
| Leave learner with sense of what he or she has accomplished |
Ask for take-home learning point |
| Encourage reflective work |
Show interest in and empathy for fellow in his or her professional development |
