ABSTRACT
This chapter focuses on the practical application of the principles to the day-today challenges of teaching patient-centered medicine in a clinical setting. Sometimes new clinical teachers wonder if they have anything worthwhile to teach students and residents – these young people seem to know so much and may be more up to date than they are. A team “huddle” at the start of each clinical session is often helpful – the physician, nurse, and student gather around the patient list to identify which patients a student will see and to briefly outline their reasons for visit. Teaching in the ambulatory setting involves a complex triadic relationship between teacher, learner, and patient. New clinical teachers are often unsure how much responsibility to give to their learners. The chapter highlights a number of practical guidelines for teaching the patient-centered clinical method based on the “Before-During-After” framework first described by D. M. Irby.
