Empowering Clinician-Educators with Chalk Talk Teaching Scripts

Cawkwell, Philip B.; Jaffee, Ethan G; Frederick, David A.; Gerken, Adrienne T; Vestal, Heather S.; Stoklosa, Joseph

doi:10.1007/s40596-019-01042-w

Cited by 9 publications

(13 citation statements)

References 19 publications

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“…Although resources have recently been developed to create “chalk talk teaching banks” ( 23 , 24 ), the skills needed to independently develop chalk talks are not emphasized in resident-as-teacher curricula, and only a limited subset prepare trainees to apply skills related to chalk talks, such as concept mapping ( 23 , 25 , 26 ). In pilots of these chalk talk–based programs, feedback from trainees was overwhelmingly positive, although overall training materials are limited ( 4 , 6 , 7 , 24 ).…”

Section: Educating Trainees/faculty On How To Teach Using Chalk Talksmentioning

confidence: 99%

“…Save the board map after the session. Collecting board maps and the associated teaching scripts as they are created serves as a repertoire of teaching material one can use in the future (e.g., in a teaching portfolio) ( 6 , 23 ). Similarly, taking a picture of the board after the presentation provides an opportunity for the facilitator to review the teaching session and identify how the board might be modified for further sessions.…”

Section: How To Develop Prepare and Deliver A Chalk Talk: A Primermentioning

confidence: 99%

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A Primer for Developing Chalk Talks

Sehdev,

Richards

2023

ATS Scholar

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Chalk talks are a ubiquitous teaching strategy in both pulmonary, critical care, and sleep medicine and medicine in general; yet, trainees and early career faculty are rarely taught how to design, prepare, and present a chalk talk. Skills necessary to deliver a chalk talk are transferable to other settings, such as the bedside, wards during rounds, and virtual classrooms. As a teaching strategy, the chalk talk can involve learners at multiple levels, foster practical knowledge, stimulate self-assessment, encourage the generation of broad differential diagnoses, and promote an interactive learning environment. Suited for both formal and informal learning, the chalk talk can be prepared well in advance or, after some practice, can be presented “on the fly.” Furthermore, often on the wards or in the intensive care unit, team members are asked to “teach the rest of the team” at some point during rounds. There is little guidance in medical education for students and trainees to prepare for how to do this, and the chalk talk can serve as an excellent format and teaching strategy to “teach the team” when tasked to do so. To highlight our perspectives on best practices in using the chalk talk format effectively, we first briefly review the literature surrounding this very common yet understudied teaching strategy. We then provide a primer on how to design, develop, and deliver a chalk talk as a resource for how we teach residents, fellows, and early career attendings to deliver their own chalk talks.

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Section: Educating Trainees/faculty On How To Teach Using Chalk Talksmentioning

confidence: 99%

Section: How To Develop Prepare and Deliver A Chalk Talk: A Primermentioning

confidence: 99%

A Primer for Developing Chalk Talks

Sehdev,

Richards

2023

ATS Scholar

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“…Developing a bank of MCTs for use by all department faculty can improve implementation. 13 Justin-time training leveraging this Toolbox, or a short workshop, can be conducted to prepare educators to implement MCTs. Short workshops have helped educators gain enthusiasm for bedside teaching, appreciate the importance of educational pre-rounding, and improve teaching skills.…”

Section: Sus Tainab Ilit Ymentioning

confidence: 99%

Implementing mini‐chalk talks to enhance teaching and learning

Morris

Vaz

Russo

et al. 2021

The Clinical Teacher

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“…On the contrary, they should cover systematization, formal structure, planning and preparation, transforming experience-based teaching into effective teaching. 36,37 Moderating case discussion based on daily practice makes a preceptor able to provide opportunities to expand the entire teaching into practice. 38 Building the best way to present the cases with all actors 25 is one way.…”

Section: Introductionmentioning

confidence: 99%

Preceptor: the 21st century educator healthcare provider

Botti,

Rego

2024

Rev. bras. educ. med.

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Introduction: It is a fact that the pedagogical advancements in professional healthcare education have not resulted in better quality of care. However, healthcare work as a source for a preceptor’s education and awareness as an educator-healthcare provider rises as a path to follow. Design: Based on the involvement in daily work activities, a preceptor offers teaching opportunities; plans, controls and guides the process; stimulates the student’s reasoning and active attitude; performs technical procedures; moderates case discussions; observes, assesses a student performing their activities and analyzes their performance; advises and supervises a student’s professional and personal growth; collaborates in the identification of ethical problems and their possible solutions; and sets limits and creates possibilities for the use of artificial intelligence. Conclusion: A preceptor - a clinical teacher - turns the work environment into appropriate educational moments to provide better healthcare to the population.

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Empowering Clinician-Educators with Chalk Talk Teaching Scripts

Cited by 9 publications

References 19 publications

A Primer for Developing Chalk Talks

A Primer for Developing Chalk Talks

Implementing mini‐chalk talks to enhance teaching and learning

Preceptor: the 21st century educator healthcare provider

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