Chapter 5: Standardization of Teaching

Hilgers TW

Clinician Education and Training Clinician Training

Chapter 5: Standardization of Teaching

Hilgers TW

The Medical and Surgical Practice of NaProTECHNOLOGY, 57-82, 2004

RRM Academy Synopsis

Creighton Model charting is taught through one standardized system

A textbook chapter on the CREIGHTON MODEL FertilityCare System (CrMS) reports that standardized teaching can keep a personable relationship with couples, based on over 25 years of clinical teaching. The chapter describes teacher certification, teaching tools and scheduled follow-up sessions.

Key Findings

Standardization has two components: education and certification of the teachers who deliver the CrMS, and instruction delivered with 13 listed teaching tools.
The schedule starts with intake and an introductory session, then five follow-ups in the first three months and three more in the last nine months of the first year.
The Picture Dictionary standardizes mucus terminology with sixteen photographs, developed from gynecologic evaluation of 444 mucus observations in 157 women from all reproductive categories.
Mucus observation follows three steps, sensation, observation and finger test, remembered by the word SOFT, with defined terms for stretch, color and sensation.
The Follow-up Form has a face sheet and 21 sections, and the face sheet records one of ten reproductive categories recognized in the CrMS.

RRM Context

Restorative reproductive medicine relies on cycle charting. Clinicians read a couple's cycle through the observations the couple records. Teaching those observations with shared definitions and tools lets charts from different couples and practitioners be compared and studied, and keeps one woman's charts consistent from cycle to cycle. The chapter credits the standardized teaching built into the CrMS as the base on which NaProTECHNOLOGY developed. Follow-up sessions address both members of the couple, matching the couple-centered aim of restorative care.

Our editorial summary of this paper, not the article's abstract.

Abstract

This chapter describes the standardization of CREIGHTON MODEL FertilityCare System (CrMS) teaching, which Hilgers defines as the process through which a system of teaching is brought to a uniform standard or quality, and lists the teaching tools used to achieve it. Hilgers sets out a teaching schedule with five follow-ups in the first three months of learning and three additional follow-ups during the last nine months of the first year of use. The chapter reports that The Picture Dictionary, which contains sixteen photographs of vulvar observations, was developed from research involving 157 women and 444 mucus observations, each followed by gynecologic examination. The chapter also details the standardized observational routine, the definitions of sticky, tacky and stretchy mucus, the CrMS Follow-up Form with its face sheet and 21 sections, and the ten reproductive categories recorded on that form.

Read the guide

What Is NaProTechnology? A Guide for Patients Looking for a NaPro Doctor

NaProTechnology diagnoses and treats the underlying conditions driving infertility, menstrual disorders, and early pregnancy loss. This guide covers how the method works, published outcomes data, how to find a qualified provider, and what to expect on cost and insurance.

18 min read

Topics

Clinician Education and Training › Clinician Training › Professional Training · Clinical Practice Operations › Workflow and Documentation › Charting Systems and Records · Restorative Reproductive Medicine › NaProTechnology › Protocols and Framework

Thomas W Hilgers

Tom Hilgers, T Hilgers

Hilgers et al. 2004, Hilgers 2004

Chapter 5: Standardization of Teaching

Creighton Model charting is taught through one standardized system

Key Findings

RRM Context

Abstract

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Topics

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