Situation, me, act, and check (SMAC): A toolkit that helps students learn to Act Wisely in practice

Tim Dornan; Hannah Gillespie; Florence Findlay-White; Ciara  Lee; Helen  Reid; Richard  Conn

doi:10.1111/tct.13444

Situation, me, act, and check (SMAC): A toolkit that helps students learn to Act Wisely in practice

Tim Dornan, Hannah Gillespie, Florence Findlay-White, Ciara Lee, Helen Reid, Richard Conn

School of Medicine, Dentistry and Biomedical Sciences

Research output: Contribution to journal › Article › peer-review

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Abstract

This article answers a question asked by many clinicians: ‘There are students1 in my workplace, what next?’. Experience-based learning (ExBL), the evidence-informed theory we have progressively developed over 20 years, has provided answers and raised new questions.1-4 Our response has been to complement ExBL with an even finer-honed tool, which we introduce here. The acronym SMAC (Situation, Me, Act, and Check) summarises how clinicians can help students learn from encounters with patients.5, 6 Before elaborating on SMAC, the next paragraph and Box 1 summarise how ExBL helps create environments that favour clinical learning. While ExBL was developed to educate medical students, it is founded on principles that make it transferable, potentially, to students of any health profession.

Original language	English
Pages (from-to)	8-16
Number of pages	9
Journal	The Clinical Teacher
Volume	19
Issue number	1
Early online date	29 Dec 2021
DOIs	https://doi.org/10.1111/tct.13444
Publication status	Published - 01 Feb 2022

Keywords

General Medicine
Review and Exam Preparation

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10.1111/tct.13444Licence: CC BY-NC-ND

Situation, Me, Act, and Check (SMAC): A toolkit that helps students learn to Act Wisely in practice
This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. © 2021 The Authors. The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.
Final published version, 1.44 MBLicence: CC BY-NC-ND

Learning from error : rethinking critical incidents to make paediatric prescribing safer
Conn, R. L. (Author), Dornan, T. (Supervisor), Shields, M. (Supervisor) & Tully, M. (Supervisor), Dec 2019
Student thesis: Doctoral Thesis › Doctor of Philosophy

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Situation, me, act, and check (SMAC): A toolkit that helps students learn to Act Wisely in practice

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Learning from error : rethinking critical incidents to make paediatric prescribing safer

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