Neher J O, Gordon K C, Meyer B, Stevens N
Department of Family Medicine, University of Washington, Seattle.
J Am Board Fam Pract. 1992 Jul-Aug;5(4):419-24.
Teaching family practice residents in a clinical setting is a complex and challenging endeavor, especially for community family physicians teaching part-time and junior faculty members beginning their academic careers. We present a five-step model of clinical teaching that utilizes simple, discrete teaching behaviors or "microskills." The five microskills that make up the model are (1) get a commitment, (2) probe for supporting evidence, (3) teach general rules, (4) reinforce what was done right, and (5) correct mistakes. The microskills are easy to learn and can be readily used as a framework for most clinical teaching encounters. The model has been well received by both community family physicians interested in teaching and newer residency faculty members.
在临床环境中教授家庭医学住院医师是一项复杂且具有挑战性的工作，对于兼职教学的社区家庭医生以及刚开始学术生涯的初级教员来说尤其如此。我们提出了一个五步临床教学模型，该模型运用简单、离散的教学行为或“微技能”。构成该模型的五个微技能分别是：（1）获得承诺；（2）探寻支持证据；（3）教授一般规则；（4）强化正确做法；（5）纠正错误。这些微技能易于学习，并且可以很容易地用作大多数临床教学交流的框架。该模型受到了对教学感兴趣的社区家庭医生和新入职的住院医师教员的好评。
