The RIME Model - Hofstra North Shore-LIJ School of Medicine

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Atul Gawande on Coaching � http://fora.tv/2011/10/01/Atul_Gawande_D o_Surgeons_Need_Coaches - Atul_Gawande_Coaching_and_the_Four_ Stages_of_Mastery � http://www.dailymotion.com/video/xm7yju_ atul-gawande-coaching-and-the-fourstages-of-mastery_news
The Four Stages of Learning Competence http://www.businessballs.comconsciouscompetencelearningmodel.htm � Unconscious Incompetence The individual does not understand or know how to do something and does not necessarily recognize the deficit � Conscious Incompetence Though the individual does not understand or know how to do something, he or she does recognize the deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the learning process at this stage. � Conscious Competence The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires concentration. It may be broken down into steps, and there is heavy conscious involvement in executing the new skill. � Unconscious Competence The individual has had so much practice with a skill that it has become "second nature" and can be performed easily. As a result, the skill can be performed while executing another task. The individual MAY be able to teach it to others, depending upon how and when it was learned.
Page 1 and 2: Feedback Through Coaching & Learnin
Page 3: New Yorker Magazine Annals Of Medic
Page 7 and 8: Session Objectives Faculty will be
Page 9 and 10: Ability/Skil l Our Goal Confidence
Page 11 and 12: Characteristics of Credible Clinica
Page 13 and 14: Coach � Direct Observation with c
Page 15 and 16: Types of Feedback ● Positive: sta
Page 17 and 18: 4 Components of Feedback � Level
Page 19 and 20: Global Feedback • Minimal • “
Page 21 and 22: RIME Provides data for feedback All
Page 23 and 24: RIME With Reasons � The R-I-M-E m
Page 25 and 26: Framework for RIME Progression �
Page 27 and 28: Linking Question Types to RIME �
Page 29 and 30: Questions about Questions What is t
Page 31 and 32: Explore complex ideas To pursue tru
Page 33 and 34: • Understand and assess thinking
Page 35 and 36: Clinical Presentation � Scenario
Page 37 and 38: Learning Objectives Related to: �
Page 39 and 40: Types of Questions � Conceptual c
Page 41 and 42: Types of Questions � Probing rati
Page 43 and 44: Types of Questions � Probe implic
Page 45 and 46: General Guidelines for Socratic Que
Page 47 and 48: Continued � Scenario 27 yo G5P203
Page 49 and 50: Questions
Page 51 and 52: Hofstra NS-LIJ SOM Imaging Curricul

The RIME Model - Hofstra North Shore-LIJ School of Medicine

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