Teaching in the Presence of Patients Via Direct Observation
Once you register for the course, you will have 30 days from the date of enrollment to complete the course. The exact date that your access expires will be indicated within the Course Summary box on this webpage.
Healthcare providers who teach medical students in the clinical setting.
Des Moines University is supportive of healthcare providers who choose to actively participate in the education of our students by offering excellent clinical training opportunities. Preceptors not only transmit skills but are mentors who convey the core values that are important to Des Moines University: accountability, collaboration, honesty, inclusiveness, and wellness. Preceptors do what no textbook or classroom can accomplish. The students benefit from the community-based experience while preceptors benefit from integrating new ideas and techniques into their practices that are currently being taught in academic health sciences institutions. Join us for a series of educational opportunities which provide precepting pearls to aid in shaping the next generation of clinicians.
- Describe why direct observation of the learner is important.
- Practice strategies for making direct observation acceptable to the learner and to the patient.
- Use strategies for making the observation process purposeful and systematic.
- Identify strategies for getting your staff (e.g. physician assistants, nurses) involved in direct observation of students.
Date of original release: August 13, 2020
Most recent review/update: August 13, 2020
Termination date: August 12, 2023
Dennis Baker, PhD
Assistant Dean for Faculty Enrichment and Professor of Family Medicine, Alabama College of Osteopathic Medicine
Emeritus Professor of Family Medicine and Associate Dean for Faculty Development, Florida State University College of Medicine
Dr. Baker earned his PhD in Curriculum and Instruction from the University of Florida. He has more than 42 years of medical education experience in the areas of faculty and curriculum development. This experience includes Veterinary Medicine, Osteopathic Medicine and Allopathic Medicine. Dr. Baker retired from the Florida State University College of Medicine where he served as Associate Dean for Faculty Development. In that position Dr. Baker developed and conducted a nationally recognized faculty development program for community-based preceptors in six regional campus throughout Florida where FSUCOM students completed their 3rd and 4th year training. The LCME identified his faculty development program as one of the five major strengths of the FSCUOM educational program in their October 2011, report. Dr. Baker retired from FSUCOM in 2012. He now holds a part-time position with the Alabama College of Osteopathic Medicine as the Assistant Dean for Faculty Enrichment and Professor of Family Medicine. He is one of the founding faculty at the Alabama School. Dr. Baker created the “ARCH Feedback Model” in 2003 when working with the FSU College of Medicine in an effort to make the process of conducting feedback sessions with students easier and more efficient for clinical preceptors while simultaneously building students’ metacognitive skills.
Relevant to the content of this educational activity, Dr. Baker does not have a financial conflicts with commercial interest companies to disclose.
- 0.50 CE Contact Hour(s)