How to Give a Great Chalk Talk

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.

Consider the content of the module and reflect upon a chalk talk that you’ve given in the recent past. Name 2-3 things you did well, and describe what you need to do to keep those things an active part of your teaching repertoire. Name 2-3 things that you could have done better, and consider what steps you need to take to regularly incorporate those items into your teaching.

Based upon either a common clinical question you encounter or a recent experience with a learner, develop a chalk talk, building upon the points reviewed in the module. Think about how you will deliver it.

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).

Reflect upon your most recently delivered chalk talk. What 1-2 aspects of effective bedside teaching did you address adequately? What 1-2 areas could have been better executed? Describe how you will maintain the items you executed effectively, and consider what you need to do to improve the weaker areas of your performance.

Reflect upon a recently delivered chalk talk. How many clinical pearls did you deliver? Think about ways in which you might have provided your learner with essential pearls while simultaneously covering less ground.

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.