Table 3.
Structuring the clinical teaching for high efficacy.
| Strategy | Attributes |
|---|---|
| Clinical encounter | Case-based/Real/Simulated; Carefully selected to allow progression of the learner from ‘simple’ to ‘more complex’; Stimulate teamwork |
| Independent learning | Case of the day/week; Case/Exit/Grand rounds; Question banks; Poster; Project; Report |
| Orientation | Discuss the usual approaches; Find out learners’ expectations/level of knowledge and expertise; Introduce facility; Introduce team; Set time for feedback; Set expectations; Set levels of responsibility |
| Planning | Debriefing after dealing with client/patient; Levels of responsibility when dealing with client/patient; How/What/When/Where/Who/Why when dealing with client/patient; Responsibility for veterinary medical records |
| Reflection | Debriefing on every case; What went well; What could be improved |