Asks questions at different levels or from different perspectives Sufficient wait time Students asked questions (or, invited students to ask questions) Repeated or questions reworded Feedback specified relevant, observable behaviors Feedback conducted as a conversation rather than as transmission Feedback invited self-assessment Feedback offered guidance for or invited discussion of improvement Incorporated student responses with students All the cues below should be considered within the context of the VERBAL/NON-VERBAL - conversation and the person with whom the resident is speaking. Language use (e.g., vocabulary) appropriate for audience Articulation and pronunciation clear Use of verbalized pauses (er, ah, etc.) Acknowledged or attempted accommodation of differences in language (e.g., dialects of English; languages) and/or culture Modulated tone appropriately to suit audience or context Modulated volume appropriately to suit audience or context Rate of delivery was appropriate (did not speak too fast or too slow)
Asks questions at different levels or from different perspectives Sufficient wait time Students asked questions (or, invited students to ask questions) Repeated or reworded questions Feedback specified relevant, observable behaviors Feedback conducted as a conversation rather than as transmission Feedback invited self-assessment Feedback offered guidance for or invited discussion of improvement Incorporated student responses with students VERBAL/NON-VERBAL - All the cues below should be considered within the context of the conversation and the person with whom the resident is speaking. Language use (e.g., vocabulary) appropriate for audience Articulation and pronunciation clear Use of verbalized pauses (er, ah, etc.) Acknowledged or attempted accommodation of differences in language (e.g., dialects of English; languages) and/or culture Modulated tone appropriately to suit audience or context Modulated volume appropriately to suit audience or context Rate of delivery was appropriate (did not speak too fast or too slow)
Resident%20and%20Clinical%20Teaching%20Observation%20Form.docx