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The Clinic Attending: Teaching Strategies for Patient Encounters

Am J Dis Child. 1991;145(9):977-978. doi:10.1001/archpedi.1991.02160090029015.
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ABSTRACT

Most of us in academic general pediatrics use continuity clinics, walk-in clinics, or emergency departments as our teaching turf. When I am working in these settings, my overriding goal is ensuring qual ity of care for all patients. My main educational goal is teaching residents how to think better about patient care. Knowing that we cannot teach everything in 3 years, I try to help residents approach problems in an organized and logical way that will provide a foundation for inde pendent decision making. Here are some guidelines that help me fulfill my teaching responsibilities:

1. Treat residents as adult learners: Keep the learning environment respectful and nonthreatening. Chal lenge residents' thinking without challenging their status or selfesteem. Question learners to help themselves, not to reveal their un certainties. Do not compete with residents, for they are the learners. Be open to disagreement. Never retaliate

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The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
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