本課程以「臨床能力委員會（CCC）會後，教師將決議回饋給學員、共擬個人學習計畫（ILP）」為核心情境，透過學員／教師／觀察者三角色的反覆角色扮演，把 PDT、信賴量表、R2C2、ADAPT、PREPS 等理論轉化為具體行為。下方兩大工具一個產生角色扮演材料、一個引導工作坊流程，可直接搭配使用。 This course centres on one scenario — after the Clinical Competency Committee (CCC) decides, the teacher feeds the decision back to the learner and co-drafts an individualized learning plan (ILP). Through repeated role-play across three roles (learner / teacher / observer), theories such as PDT, entrustment, R2C2, ADAPT and PREPS become concrete behaviour. The two tools below — one generates the role-play materials, the other runs the workshop — are designed to be used together.
依「個人劇本」進入學員角色，先到場外投入角色再進場。Enter the learner role from a personal script; step outside to get into character first.
扮演 CCC 會後負責回饋的臨床教師，運用 R2C2／ADAPT 對話。Play the clinician giving post-CCC feedback, using R2C2 / ADAPT.
不介入對話，於觀察紀錄單記錄師生互動，回饋時提供觀察。Does not intervene; records on the observation form and offers observations in feedback.
表現構面訓練：對「好的回饋會談該含什麼」建立共享心智模式。Performance Dimension Training: build a shared mental model of a good feedback conversation.
教師與學員進行 CCC 後回饋會談，運用回饋模式收斂 ILP。Teacher & learner run the post-CCC feedback dialogue and converge on an ILP.
觀察者回饋＋三方反思：辨識用了哪個框架、感受如何。Observer feedback + three-way reflection: which framework was used, how it felt.
對照七大能力構面，標註學習歷程證據。Map to seven competency domains with portfolio evidence.
離散 L1–L5，不取小數、不平均；理解現況與下一目標。Discrete L1–L5, no decimals/averaging; current level & next target.
別跳過前兩步直接給建議。Don't skip the first two steps and jump to advice.
主持回饋環節時的主用模式。Main model when hosting the feedback segment.
建立關係·定目標·選場域·用「回饋」開場。Relationship · goals · setting · signpost feedback.
① 設定梯次與案例（決定每輪職類／信賴等級／回饋焦點）→ ② 用「配套教案生成器」逐案印出三角色材料（學員＝個人劇本＋學習歷程；教師＝CCC 決議＋教師回饋腳本；觀察者＝觀察紀錄單）→ ③ 用「引導者手冊」排好時間與流程、現場引導 → ④ 以觀察紀錄單回饋並共擬下一階段 ILP。 ① Set cohort & cases (profession / entrustment / feedback focus per round) → ② Use the Case Generator to print each case's role materials (learner = script + portfolio; teacher = CCC report + feedback script; observer = observation form) → ③ Use the Facilitator Book to plan timing & run on-site → ④ Debrief with the observation form and co-draft the next ILP.
這三則提示詞對應 CCC 會後教練流程的三個時點：做教案、會談前準備、會談後寫 ILP。按右上方「複製提示詞」後，貼到 ChatGPT、Gemini、Claude 或院內的 GenAI 工具，再把 [ ] 裡的內容換成你的資料即可。 The three prompts map onto the three moments of the post-CCC coaching workflow: building the case, preparing for the conversation, and writing the ILP afterwards. Hit Copy prompt, paste into ChatGPT, Gemini, Claude or your institution's GenAI tool, then swap your own data into the [ ] placeholders.
想自己做一份演練教案時用：一次產出「學習軌跡 / CCC 決議 / 會談紀錄單」三份分開的材料，方便逐份檢查。Use it to build your own practice case — trajectory, CCC decision and record sheet as three separate pieces you can check one by one.
You are helping a coaching faculty developer build a realistic practice case for a coaching-over-time conversation (post-CCC, working toward an ILP). Specialty / training level: [e.g., PGY-2 Internal Medicine] Learning focus for this case: [e.g., clinical reasoning under uncertainty] Generate the following as three SEPARATE pieces, so I can review each before combining them: 1. Staged learning trajectory — a realistic assessment history across 2–3 rotations (EPA/Milestone ratings, brief comments, a visible trend) 2. CCC decision result — a plausible committee decision that logically follows from the trajectory above 3. Conversation record sheet — a blank template to fill in during the role-play (reactions, content discussed, agreed goals, next steps) Keep the learner de-identified and composite. Flag anywhere the CCC decision doesn't clearly follow from the trajectory, so I can revise before using it.
坐下來談之前用：把 EPA/Milestones 與 CCC 決議餵進去，依 R2C2／ADAPT 產出開場語句、優勢、成長方向與提問。Use it before you sit down: feed in EPA/Milestones and the CCC decision, and get an opening statement, strengths, growth areas and questions along R2C2 / ADAPT.
You are helping a clinical coach prepare for a post-CCC coaching conversation. Resident: [PGY level / specialty] Assessment data: [paste EPA / Milestones summary] CCC decision: [paste CCC decision / summary statement] Using R2C2 and/or ADAPT, please draft: 1. A 1–2 sentence summary statement to open the conversation 2. 2–3 specific strengths to affirm, with supporting evidence 3. 2–3 growth areas, phrased as open questions — not conclusions 4. 3–4 open-ended questions for each stage of the conversation 5. A starter ILP with 1–2 SMART goals — a draft to revise together, not a final plan Keep the tone collaborative and non-judgmental.
談完之後用：以「實際談了什麼」為素材，寫成一頁式的個人學習計畫（SMART 目標＋行動步驟＋回追時程）。Use it afterwards: turn what you actually discussed into a one-page ILP — SMART goals, action steps and a check-in timeline.
You are helping a clinical coach and resident turn today's coaching conversation into a written Individualized Learning Plan (ILP). Conversation notes: [paste key themes discussed — strengths, growth areas, and the resident's own goals] Relevant Milestones / EPAs: [paste 1–2 relevant subcompetencies] Please draft an ILP with: 1. 1–2 SMART goals — rooted in what the resident actually said they want to work on, not just the CCC's assessment 2. 2–3 concrete action steps for each goal — things the resident will actually do 3. Resources or support needed (simulation, rotation, mentorship, reading) 4. A suggested check-in timeline (e.g., 4 / 8 / 12 weeks) 5. How progress will be measured, tied to the relevant Milestone/EPA level Write it as something the resident helped create — in their own words where possible — not a plan handed to them. Keep it to one page.