MiPLAN

Abstract

Clinician educators and medical trainees face intense pressure to complete numerous patient care and teaching activities in a limited amount of time. To address the need for effective and efficient teaching methods for use in the inpatient setting, the authors used constructivist learning theory, the principles of adult learning, and their expertise as clinician educators to develop the MiPLAN model for bedside teaching. This three-part model is designed to enable clinical teachers to simultaneously provide care to patients while assessing learners, determining high-yield teaching topics, and providing feedback to learners.The "M" refers to a preparatory meeting between teacher and learners before engaging in patient care or educational activities. During this meeting, team members should become acquainted and the teacher should set goals and clarify expectations. The "i" refers to five behaviors for the teacher to adopt during learners' bedside presentations: introduction, in the moment, inspection, interruptions, and independent thought. "PLAN" is an algorithm to establish priorities for teaching subsequent to a learner's presentation: patient care, learners' questions, attending's agenda, and next steps.The authors suggest that the MiPLAN model can help clinical teachers gain more confidence in their ability to teach at the bedside and increase the frequency and quality of bedside teaching. They propose further research to assess the generalizability of this model to other institutions, settings, and specialties and to evaluate educational and patient outcomes.

Medical and surgical ward rounds in teaching hospitals of Kuwait University: students’ perceptions

“…By contrast, Williams et al divided barriers faced by clinical teachers into three classes: (1) personal barriers, such as inadequate bedside teaching skills, and low initiative for teaching; (2) interpersonal barriers, such as lack of patient cooperation, and learner or patient fear of embarrassment; and (3) environmental barriers, such as interruptions during rounds, and competing responsibilities 26. In order to overcome these barriers, and provide a more educational ward round, multiple models and methods have been proposed for medical educators 4,27–30. All of these methods share a similar general concept.…”

Making the Most of Five Minutes: The Clinical Teaching Moment

“…In the MiPLAN model, the instructor and learner(s) meet before the patient encounter, set specific learning goals, and see the patient together. 20 e Meet before engaging the patient to set mutual goals and clarify expectations. e Introduce the team to the client and emphasize the teaching nature of the encounter.…”

Strategies for improving clinical teaching in the emergency department: Applicable to clinical teachers and especially emergency medicine

“…Teaching in the ED has challenges, including long working hours, responsibility for teaching students, and managing a large number of patients (3)(4)(5). In the ED, training takes place on the patient's bed.…”

“…In traditional education models, the methods, such as clinical rounds, patient-bedside teaching, and short speech, are used, but due to the importance of effective learner-centered education in the present era, it is necessary to use modern approaches in clinical teaching. However, the use of combined traditional and modern approaches is recommended for students' training (3).…”