[Article] Dexmedetomidine and propofol total intravenous by K. Chen, X. Shen PDF

By K. Chen, X. Shen

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1). Unfortunately, personality alone does not guarantee learner success. 2). A combination of the right personality traits and some easily learned and implemented learning strategies result in successful bedside teaching. Success begins with enthusiasm and a desire to positively influence the learner. Excellent teachers seek opportunities to teach and share cases even with learners they are not supervising. They plan ahead, developing and utilizing additional teaching resources to augment their clinical-based instruction.

Finally, students and faculty have different perceptions about what should be included in feedback. Feedback is the backbone of formative evaluation and should occur continually in clinical teaching. It is real-time “coaching” that occurs in the immediate proximity of the action or behavior being observed. When delivered correctly, it is the most effective tool for 44 Section 2: Teaching in the ED reinforcing good behaviors and extinguishing negative ones. This sounds so easy and straightforward, how do we fail?

In a hectic ED, this model provides a condensed version of the aforementioned experience–explanation cycle model and incorporates many of the effective learning strategies identified by Bandiera [9]. The basic steps are (1) Get a commitment, (2) Probe for supporting evidence, (3) Discuss a teaching pearl, (4) Reinforce what was done right (5) Correct mistakes. These will be discussed in other chapters. Implementation: the art of bedside questioning Bedside teaching should be an interactive session that maintains active learner participation.

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[Article] Dexmedetomidine and propofol total intravenous anesthesia for airway foreign body removal by K. Chen, X. Shen


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