Checklist:
TEACHING SKILLS CHECKLIST

[Based on DaRosa, D.A. (2002). Forms for Evaluation of Resident Teaching-Skills Programs and Resident Performance. In Edwards, J.C., Friedland, J.A., & Bing-You, R, Eds. Residents' Teaching Skills. NY: Springer Publishing Co.]

Projected Organization and Clarity

• Established clear expectations of performance
• Presented information/instructions in an organized manner
• Explained clearly using terms appropriate to learner's level
• Provided clear guidelines for learner's role

Challenged Thinking

• Taught in a way that made learners think for themselves
• Questioned learners to elicit underlying reasoning
• Asked what learners think about a patient problem first
• Challenged thinking in a non-threatening and supportive environment

Effectively Taught Skills

• Explained equipment, rationale, and possible complications
• First demonstrated how to perform the skill and explained each step verbally
• Gave clear directions
• Observed and coached while learner performed the skill
• Pointed out what learner did correctly and incorrectly

Taught Effectively at the Bedside

• Demonstrated or let learner demonstrate physical exam maneuvers
• Taught general principles
• Took time to ask learner level-appropriate questions to probe critical thinking and knowledge

Taught Effectively in the Clinic

• Actively involved learners
• Assessed learning needs
• Taught general principles
• Asked questions to probe clinical reasoning
• Thought aloud so learner could understand basis for decisions
• Provided feedback on learner's performance
• Provided for brief discussion of learning points

Gave Useful and Constructive Feedback

• Communicated to learner areas of strengths and opportunities for development
• Gave specific, behavior-oriented observations and suggestions
• Corrected mistakes without belittling
• Gave positive reinforcement for good contributions, observations, or performance
• Made helpful suggestions for improvement