CHEST Guidelines-See-One,-Do-One,-Teach-One,-Tell-All

See-One,-Do-One,-Teach-One,-Tell-All_chest

Pdf Summary

The document discusses the evolution and challenges of procedural training in medical education, particularly within competency-based frameworks that prioritize both patient safety and trainee skill development. Traditionally summarized as "See One, Do One, Teach One," this approach is now considered outdated due to changing procedural requirements and concerns about diminished hands-on experiences for trainees, which could impact their confidence and competency. <br /><br />To address these concerns, a study by Kelm et al., published in the journal CHEST, investigates characteristics of effective invasive bedside procedural teaching within the ICU. The study outlines three essential themes for successful training: teacher traits (calm demeanor, adaptability, skill), behaviors (preprocedural and postprocedural discussions), and educational context (institutional limitations affecting autonomy). The research indicates a need for optimal interactions between teachers and trainees to enhance learning outcomes.<br /><br />While it provides valuable insights for future faculty development, the study emphasizes that effective training depends on the complex interplay between these elements rather than relying on any single factor. It also suggests adapting teaching methods to fit specific institutional contexts and highlights concerns that some aspects like teacher traits may inherently introduce biases. <br /><br />The document underscores the importance of exploring whether these findings apply to various learner groups and evaluating if perceptions of teaching effectiveness correlate with improved competency. It concludes that future studies should focus on how teaching attributes can directly influence learner outcomes and contribute to competency development, ultimately aiming to refine best practices in procedural training.

Keywords

procedural training

medical education

competency-based frameworks

patient safety

trainee skill development

invasive bedside procedural teaching

teacher traits

educational context

faculty development

teaching effectiveness