How to Give a Great Chalk Talk

Great-Talk-cropped

1. Objectives

After completion of this module, viewers will be able to:

After completion of this module, viewers will be able to:

Describe a framework that can be used to guide bedside teaching.
Identify the important role that focused questions play in guiding teaching moments.
Name the number of points teachers should aspire to make during a given teaching opportunity.
Describe at least one additional important aspect of effective bedside teaching.

2. Preparation in Advance

Exercise 1

Think about the experiences you’ve had as a learner over the past few weeks or months. Specifically, think about the “bedside” teaching you’ve received on rounds or in clinic. Write down three specific things that made the good experiences rewarding and constructive, and three specific things that detracted from the quality of the experience.

Reflect upon your perception of the experiences your learners have had during “bedside” teaching you’ve provided over the past few weeks or months. When the learners seemed particularly engaged, what behaviors did you demonstrate that helped keep them in rapt attention? When the learners seemed disinterested, what behaviors did you demonstrate? How did you feel during those exchanges? List 2-3 items for both scenarios.

3. THE MODULE

4. Application of the Module

Exercise 1

List three fears you had regarding the delivery of bedside teaching (“chalk talks”), and state how they have been assuaged or reinforced. For fears that have been assuaged, why are they now less troublesome, and how will you overcome them? For fears that have been reinforced, how will you work to overcome them?

Name three objectives related to the delivery of effective chalk talks that you would like to achieve. These could be knowledge-based (e.g., the components of an effective chalk talk), attitudinal (e.g., a belief that learning can effectively be rendered via a chalk talk), or behavioral (e.g., you would like to work to improve a particular component of your chalk talks). Then describe the steps you might take to achieve each of these three objectives.

5. Next Steps and Peer Coaching

Exercise 1

Inform a peer that you are working to improve your chalk talk skills. Identify 1-3 aspects of effective chalk talks upon which you would like to improve, and ask your peer to observe your next chalk talk and take notes on these items. Meet with your peer that same day to debrief, discuss things you did well, and observed areas for improvement. You may wish to provide your peer with a list of five key points of effective chalk talks (see #6 – Summary Points – below).

Inform a learner that you are working to improve your chalk talk skills. Ask the learner to inform you of things that you do well during your chalk talks, as well as areas upon which you might improve. Ask the learner to provide you with regular (e.g., daily or weekly) feedback regarding your chalk talk skills; the frequency of feedback may depend on the frequency with which you give chalk talks. You may wish to provide the learner with a list of five key points of effective chalk talks (see #6 – Summary Points – below).

6. Summary Points

Points

Points

Components of an effective chalk talk:

1. Start with what you want to accomplish.
2. Question learners about what they already know.
3. Focus on 3-5 key points grounded in experience.
4. Keep it conversational and interactive.
5. Summarize your take-home points.

► Resources

About the Author

Michael T. Melia, MD
Associate Professor of Medicine
Fellowship Program Director
Associate Director for Faculty Engagement, Osler Medical Training Program
Tausig College Advisor
Johns Hopkins University School of Medicine

How to Give a Great Chalk Talk

1. Objectives

2. Preparation in Advance

3. THE MODULE

Topics

4. Application of the Module

5. Next Steps and Peer Coaching

6. Summary Points

About the Author