FSU-Sarasota

At the conclusion, the participant should be able to:

1) DESCRIBE systematic steps/strategies for teaching a clinical/procedural skill; 2) DESCRIBE teaching and learning environments that are conducive to students’ performing procedural/clinical skills successfully; 3) DESCRIBE strategies for assessing students’ readiness to learn a procedural/clinical skill; 4) DESCRIBE how a student’s past experiences, knowledge and skills may help or hinder his/her ability to learn a new procedural/clinical skill; 5) DESCRIBE strategies for observing and reinforcing a student in the process of performing a procedural/clinical skill; 6) DESCRIBE things that can go wrong during a student’s performance of a procedural/clinical skill and how to decide when to intervene. Questions and answers will allow for audience participation