So Will, you saw Mr. Jones? >> Mm-hm. >> I see he has COPD. Did you talk to him about his smoking? >> Yeah, we went through all the steps of change. So first I assessed his readiness to change. And he said that he's thought about quitting before, which puts him in the contemplative stage. Then we talked about his goals to assess his motivation at this point. And he said that he has grandchildren he would like to see grow up. So, he does have a goal in place. And finally we talked about a quit date. And he said he's ready to quit today. >> Great, let's get him some resources. >> Great. >> Wow, so that seemed really good, he seemed like a great educator. >> He sure did, he knew everything he needed to do, the steps to educate that patient about stopping smoking. Seemed pretty good. >> Seemed like it would be pretty effective I hope. >> Yes, I think so. And so I think he kind of took control so he had self directed kind of learning on what he needed to tell that patient. He was able to, teach a patient make it patient-centered. Finding out if they were ready to quit. >> Mm-hm. >> So that really defines a lot of what an educator's supposed to do. >> Mm-hm. It seems, I think the other, the other aspects of educator are kind of using evidence. >> Yes. >> Now, we didn't have much evidence there, but we do know that this using motivational interviewing can help people with a motivational change. >> Right. >> And so I think he probably is basing it on evidence. >> Mm-hm. >> But I think he did a really good job. >> It, it seemed like it to me. Yep, absolutely. >> Mr Jones, listen, you have COPD, you have to quit smoking. You must have thought about this before. >> Yeah, yeah. >> If you don't quit, you will die. Don't you want to see your grandchildren grow up? Yeah, I think so. Yeah, of course I do. >> Good, good. Okay. Well, how about quitting today? >> Okay. >> Great, great. >> Oh, my goodness. >> That was scary. >> [LAUGH] That was really scary. Do you think it happens all the time? >> You know what, I think it does. Right? Because how many times do we judge a student just based on their oral presentation? We don't actually get to see what happens in the room. >> Yeah. That should give us all pause, I think. >> It does, it does. I mean, I think, you know, when we heard him report out, it seemed as though he understood the steps of educating a patient. >> Absolutely. >> But when you actually saw him do it, he just kind of told the patient. >> Yes. >> It's supposed to be a give and share, right? >> It should be. So this is something that's even a little bit larger than RIME, right? So, you know, when we make our diagnosis, if you will, of what level of RIME they're at, we have to assume that we're operating on good information. >> Mm-hm. >> And so, you know, presentation is oftentimes what we're using. But this really shows you how when you're with a learner, you've gotta make sure you directly observe some of those skills. >> Mm-hm. >> Woo! All right. >> I think I'm going to do that a little bit more often now. >> Okay, me too [LAUGH] good.
