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Gupta S, Howden S, Moffat M, Pope L, Kennedy C. Placement or displacement: An ethnographic study of space in the clinical learning environment. MEDICAL TEACHER 2024; 46:672-681. [PMID: 37910032 DOI: 10.1080/0142159x.2023.2273783] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/03/2023]
Abstract
PURPOSE This paper aims to examine the spatial attributes in the hospital ward environment and their impact on medical students' learning and experience of the clinical workplace. MATERIALS AND METHODS An ethnographic study was conducted in a Scottish teaching hospital, combining observations and interviews over a period of 10 months. Two teaching wards served as the field-sites where approximately 120 h of non-participant observations took place sequentially. In addition, 34 individual interviews were conducted with identified key informants that included medical students, junior doctors, postgraduate trainees, consultant supervisors, ward nurses and hospital pharmacist. A combination of Actor-network Theory (ANT) and Social cognitive theory (SCT) was applied to analyse data pertaining to spatial attributes and their relevance to clinical teaching and learning. RESULTS Analysis of the observational and interview data led to generation of the following themes: spatial attributes in the clinical workplace can enable or constrain teaching and learning opportunities, inadequate spaces impact students' and junior doctors' sense of value, short clinical rotations influence a sense of ownership of doctors' spaces, and contested nature of space in the clinical environment. Several illustrations of the field-sites help to contextualise the themes and aid in understanding the participants' experiences and perceptions. CONCLUSIONS Our findings suggest a complex entanglement of space with medical students learning and wellbeing in the clinical workplace. Provision of suitable spaces needs to be a core consideration to realise the full potential of work-based learning in medicine.
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Affiliation(s)
- Shalini Gupta
- School of Medicine, University of Dundee, Dundee, UK
| | - Stella Howden
- Learning and Teaching Academy, Herriot-Watt University, Edinburgh, UK
| | - Mandy Moffat
- School of Medicine, University of Dundee, Dundee, UK
| | - Lindsey Pope
- School of Medicine Dentistry and Nursing, University of Glasgow Medical School, Glasgow, UK
| | - Cate Kennedy
- School of Medicine, University of Dundee, Dundee, UK
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Poretti MG, Monti M, Fadda M. Exploring clinical teachers' beliefs about teaching in a newly established medical school in Southern Switzerland. BMC MEDICAL EDUCATION 2024; 24:330. [PMID: 38519900 PMCID: PMC10960412 DOI: 10.1186/s12909-024-05299-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2023] [Accepted: 03/12/2024] [Indexed: 03/25/2024]
Abstract
Academic social contexts and educational beliefs may influence teaching practices and teaching intentions. Insight into such beliefs represents an important source of information for medical schools to improve the quality of teaching and to guide content of faculty development programs. The aim of this study was to explore beliefs about teaching among prospective clinical teachers at a newly established medical school in Southern Switzerland and to estimate the relationship between these beliefs and intention to commit to teaching in the newly established medical curriculum using Fishbein's integrative model of behaviour prediction. We targeted a purposive sample of physicians working in hospital departments potentially involved in the clinical immersion of medical students enrolled in the program. We designed a cross-sectional quantitative study using an online questionnaire. The questionnaire included both items developed by the authors and items belonging to a previously validated questionnaire. Participants showed a high intention to commit to teaching in the newly established curriculum. We found that self-efficacy beliefs and two sets of behavioural beliefs, namely perceived importance and expectations, had a positive correlation with the intention to commit. On the other hand, we pointed out a number of normative beliefs that in the long run could hinder the maintenance of this commitment, which should be addressed both at the levels of both faculty development and institutional policy rules. Our study also highlights the importance of reinforcing teachers' perceived self-efficacy in providing clinical supervision, strengthening their perceived importance of the clinical supervision, and incentivising the commitment of teachers by ensuring they have protected time to devote to this activity.
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Affiliation(s)
- Marilù Guigli Poretti
- Ente Ospedaliero Cantonale, Area Formazione Medica e Ricerca, Direzione Generale, Lugano, Switzerland.
- Medical Education Unit, Faculty of Biomedical Sciences, Università della Svizzera italiana, Lugano, Switzerland.
| | - Matteo Monti
- Medical Education Unit, Faculty of Biology and Medicine, University of Lausanne, Lausanne, Switzerland
- Division of Internal Medicine, Lausanne University Hospital, Lausanne, Switzerland
| | - Marta Fadda
- Institute of Public Health, Faculty of Biomedical Sciences, Università della Svizzera italiana, Lugano, Switzerland
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Krielen P, Meeuwsen M, Tan ECTH, Schieving JH, Ruijs AJEM, Scherpbier ND. Interprofessional simulation of acute care for nursing and medical students: interprofessional competencies and transfer to the workplace. BMC MEDICAL EDUCATION 2023; 23:105. [PMID: 36774481 PMCID: PMC9921059 DOI: 10.1186/s12909-023-04053-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 01/23/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Teamwork and communication are essential tools for doctors, nurses and other team members in the management of critically ill patients. Early interprofessional education during study, using acute care simulation, may improve teamwork and communication between interprofessional team members on the long run. METHODS A comparative sequential quantitative-qualitative study was used to understand interprofessional learning outcomes in nursing and medical students after simulation of acute care. Students were assigned to a uni- or interprofessional training. Questionnaires were used to measure short and long term differences in interprofessional collaboration and communication between the intervention and control group for nursing and medical students respectively. Semi-structured focus groups were conducted to gain a better understanding of IPE in acute simulation. RESULTS One hundred and ninety-one students participated in this study (131 medical, 60 nursing students). No differences were found between the intervention and control group in overall ICCAS scores for both medical and nursing students (p = 0.181 and p = 0.441). There were no differences in ICS scores between the intervention and control group. Focus groups revealed growing competence in interprofessional communication and collaboration for both medical and nursing students. CONCLUSIONS Interprofessional simulation training did show measurable growth of interprofessional competencies, but so did uniprofessional training. Both medical and nursing students reported increased awareness of perspective and expertise of own and other profession. Furthermore, they reported growing competence in interprofessional communication and collaboration in transfer to their workplace.
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Affiliation(s)
- Pepijn Krielen
- Department of Surgery, Radboud University Medical Center, Nijmegen, The Netherlands.
| | - Malon Meeuwsen
- Department for Research in Learning and Education Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, Nijmegen, The Netherlands
| | - Edward C T H Tan
- Department of Surgery, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jolanda H Schieving
- Department of Child Neurology, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Annelies J E M Ruijs
- Department for Research in Learning and Education Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, Nijmegen, The Netherlands
| | - Nynke D Scherpbier
- Department of General Practice and Elderly Care Medicine, University Medical Center Groningen, Groningen, The Netherlands
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Sidhu NS, Allen KJ, Civil N, Johnstone CSH, Wong M, Taylor JA, Gough K, Hennessy M. Competency domains of educators in medical, nursing, and health sciences education: An integrative review. MEDICAL TEACHER 2023; 45:219-228. [PMID: 36179761 DOI: 10.1080/0142159x.2022.2126758] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE Competencies for educators of healthcare professionals are important for demonstrating accountability, defining roles and responsibilities, structuring activities for training and development, defining standards, quality assurance, performance reviews, career development, and promoting the professionalisation of teaching. The frameworks and domains of educator competencies have not previously been reviewed or systematically described. Through this integrative review, the authors sought to identify an inclusive structure for competency domains that may be applied to educators. METHODS Keywords were identified in a pilot search, followed by a multi-database search strategy of records published from 2000 to January 2020 with subsequent backward and forward reference searches. We included all record types that listed or described educator competency domains in medical, nursing and health sciences education. We excluded records that described 'ideal traits' or 'characteristics of good teachers/educators,' presented competencies as part of a larger curricular framework, and teaching assessment tool content. RESULTS The multi-database search retrieved 2942 initial citations. From a full-text review of 301 records, 67 were identified as describing educator competency domains eligible for analysis. Documents contained a median of six domains (interquartile range = 5-7) and 14.9% incorporated at least one overarching element across their domains. Following an inductive thematic analysis, six distinct domains of educator competence were identified: Teaching and facilitating learning; Designing and planning learning; Assessment of learning; Educational research and scholarship; Educational leadership and management; Educational environment, quality, and safety. The two latter domains contained sub-themes that were able to be further categorised. Documents and frameworks were described for a wide variety of health and allied health disciplines. CONCLUSION Distinct educator competency domains were identified in this analysis, applicable across a range of healthcare disciplines. Along with the description of design elements, these provide a guide for the development and evaluation of educator competency frameworks.
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Affiliation(s)
- Navdeep S Sidhu
- Department of Anaesthesia and Perioperative Medicine, North Shore Hospital, Auckland, New Zealand
- Department of Anaesthesiology, University of Auckland, Auckland, New Zealand
| | - Kara J Allen
- Department of Anaesthesia and Pain Management, Royal Melbourne Hospital, Melbourne, Australia
- Department of Critical Care, University of Melbourne, Melbourne, Australia
| | - Nina Civil
- Department of Anaesthesia and Pain Medicine, Waikato Hospital, Hamilton, New Zealand
| | - Charlotte S H Johnstone
- Department of Anaesthetics, Royal Prince Alfred Hospital, Sydney, Australia
- The University of Sydney School of Medicine, Sydney, Australia
| | - Maggie Wong
- Department of Anaesthesia, Royal Women's Hospital, Melbourne, Australia
- Australian and New Zealand College of Anaesthetists, Melbourne, Australia
| | - Jennifer A Taylor
- Department of Anaesthesia, Pain and Perioperative Medicine, Counties Manukau Health, Auckland, New Zealand
| | - Katherine Gough
- Department of Anaesthetics, Royal Prince Alfred Hospital, Sydney, Australia
| | - Maurice Hennessy
- Australian and New Zealand College of Anaesthetists, Melbourne, Australia
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Zaccagnini M, Bussières A, Mak S, Boruff J, West A, Thomas A. Scholarly practice in healthcare professions: findings from a scoping review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022:10.1007/s10459-022-10180-0. [PMID: 36456756 DOI: 10.1007/s10459-022-10180-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Accepted: 10/16/2022] [Indexed: 06/17/2023]
Abstract
Scholarly practitioners are broadly defined as healthcare professionals that address critical practice problems using theory, scientific evidence, and practice-based knowledge. Though scholarly practice is included in most competency frameworks, it is unclear what scholarly practice is, how it develops and how it is operationalized in clinical practice. The aim of this review was to determine what is known about scholarly practice in healthcare professionals. We conducted a scoping review and searched MEDLINE, EMBASE, CINAHL from inception to May 2020. We included papers that explored, described, or defined scholarly practice, scholar or scholarly practitioner, and/or related concepts in healthcare professionals. We included a total of 90 papers. Thirty percent of papers contained an explicit definition of scholarly practice. Conceptualizations of scholarly practice were organized into three themes: the interdependent relationship between scholarship and practice; advancing the profession's field; and core to being a healthcare practitioner. Attributes of scholarly practitioners clustered around five themes: commitment to excellence in practice; collaborative nature; presence of virtuous characteristics; effective communication skills; and adaptive change ethos. No single unified definition of scholarly practice exists within the literature. The variability in terms used to describe scholarly practice suggests that it is an overarching concept rather than a definable entity. There are similarities between scholarly practitioners and knowledge brokers regarding attributes and how scholarly practice is operationalized. Individuals engaged in the teaching, research and/or assessment of scholarly practice should make explicit their definitions and expectations for healthcare professionals.
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Affiliation(s)
- Marco Zaccagnini
- School of Physical and Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, Montréal, QC, H3G 1Y5, Canada
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal, Montréal, QC, Canada
| | - André Bussières
- School of Physical and Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, Montréal, QC, H3G 1Y5, Canada
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal, Montréal, QC, Canada
- Département Chiropratique, Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada
| | - Susanne Mak
- School of Physical and Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, Montréal, QC, H3G 1Y5, Canada
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal, Montréal, QC, Canada
- Institute of Health Sciences Education, McGill University, Montréal, QC, Canada
| | - Jill Boruff
- Schulich Library of Physical Sciences, Life Sciences, and Engineering, McGill University, Montréal, QC, Canada
| | - Andrew West
- The Canadian Society of Respiratory Therapists, Saint John, NB, Canada
| | - Aliki Thomas
- School of Physical and Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, Montréal, QC, H3G 1Y5, Canada.
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal, Montréal, QC, Canada.
- Institute of Health Sciences Education, McGill University, Montréal, QC, Canada.
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Vutipongsatorn K, Nagy E, Jethwa A, Sharif A, Tyson L. An evaluation of paired feedback from a year-long junior doctor-led teaching programme. Future Healthc J 2022; 9:47-48. [PMID: 36310968 PMCID: PMC9601031 DOI: 10.7861/fhj.9-2-s47] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
| | - Eva Nagy
- BNorthwick Park Hospital, London, UK
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Sadka N, Lee V, Ryan A. Purpose, Pleasure, Pace and Contrasting Perspectives: Teaching and Learning in the Emergency Department. AEM EDUCATION AND TRAINING 2021; 5:e10468. [PMID: 33796807 PMCID: PMC7995923 DOI: 10.1002/aet2.10468] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2019] [Revised: 05/02/2020] [Accepted: 05/04/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVES Teaching and learning in the clinical setting are vital for the training and development of emergency physicians. Increasing service provision and time pressures in the emergency department (ED) have led to junior trainees' perceptions of a lack of teaching and a lack of support during clinical shifts. We sought to explore the perceptions of learners and supervisors in our ED regarding teaching within this diverse and challenging context. METHODS Nine ED physicians and eight ED trainees were interviewed to explore perceptions of teaching in the ED. Clinical teaching was described as "on-the-floor" teaching during work shifts. We used a validated clinical teaching assessment instrument to help pilot and develop some of our interview questions, and data were analyzed using qualitative thematic analysis. RESULTS We identified three major themes in our study: 1) the strong sense of purpose and the pleasure gained through teaching and learning interactions, despite both groups being unsure of each other's engagement and enthusiasm; 2) contrasting perspectives of teaching with registrars holding a traditional knowledge transmission view, yet shared perspectives of teacher as being ED consultants; and 3) the effect of patient acuity and volume, which both facilitated learning until a critical point of busyness beyond which service provision pressures and staffing limitations were perceived to negatively impact learning. CONCLUSIONS The ED is a complex and fluid working and learning environment. We need to develop a shared understanding of teaching and learning opportunities in the ED, which helps all stakeholders move beyond learning as knowledge acquisition and sees the potential for learning from teachers of a multitude of professional backgrounds.
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Affiliation(s)
- Nancy Sadka
- From theEmergency Medicine TrainingAustin HealthHeidelbergVictoriaAustralia
| | - Victor Lee
- From theEmergency Medicine TrainingAustin HealthHeidelbergVictoriaAustralia
| | - Anna Ryan
- and theMelbourne Medical SchoolUniversity of MelbourneMelbourneVictoriaAustralia
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Filipe H, Golnik K, Geary A, Buque A, Mack H. Online faculty development: An African lusophone ophthalmic society experience during the COVID-19 pandemic. Middle East Afr J Ophthalmol 2021; 28:230-238. [PMID: 35719282 PMCID: PMC9198531 DOI: 10.4103/meajo.meajo_160_21] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Revised: 10/06/2021] [Accepted: 02/13/2022] [Indexed: 11/16/2022] Open
Abstract
PURPOSE: Faculty development for procedural specialists aims at developing both their medical education and surgical competence. This has been challenging during the COVID-19 pandemic, especially in under-resourced settings and African Lusophone ophthalmology community has been no exception. The Mozambican College of Ophthalmology (MOC) and the Continuing Professional Development Committee of the International Council of Ophthalmology (ICO) established a collaboration to enhance simulation-based clinical teaching competence in cataract surgery. METHODS: Ten Mozambican ophthalmologists experienced in teaching cataract surgery participated in a group mentoring assisted 6 month/11 flipped-learning online experience on curriculum design, which included practice-based and social learning strategies, continuous bidirectional feedback, individual and group reflection opportunities, and the demonstration of declarative and procedural competencies. Program evaluation consisted of pre and post-test knowledge assessment; individual homework, informed by curated reading and a recorded lesson; feedback surveys for each module and one month after the program's conclusion, and a longitudinal project on creating a simulation-based education session on one step of cataract surgery. RESULTS: Participants a) highlighted the opportunity to advance their scholarly teaching skills as facilitators; b) showed an increase in knowledge post-test, expressed commitment to improve their learning experiences´ design, include interactive educational methods, and provide constructive feedback; and c) formed a sustained community of practice of ophthalmologists educators (CoP). CONCLUSION: This online faculty development program, assisted by group mentoring, held during the COVID-19 pandemic, facilitated the development of a CoP and was effective in enhancing teaching competence in curriculum design to apply in simulation-based learning environments.
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Pagatpatan CP, Valdezco JAT, Lauron JDC. Teaching the affective domain in community-based medical education: A scoping review. MEDICAL TEACHER 2020; 42:507-514. [PMID: 31957519 DOI: 10.1080/0142159x.2019.1707175] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Background: The affective domain is one of the essential areas in the assessment of the learning outcomes of medical students, apart from the cognitive and psychomotor domains. Community-based medical education (CBME) is a common instructional program for medical students in learning about these domains. However, preceptors and researchers pay less attention to the affective domain as compared to the other two learning domains.Aim: To describe the state of the literature on teaching the affective domain through CBME and to develop an initial model for instructional purposes.Methods: A scoping review of the literature was conducted. Out of the 971 references initially retrieved, 22 published references were selected. Relevant data from these references were extracted and analyzed through thematic analysis.Results and Conclusion: The various affective outcomes of CBME in the literature are commonly taught through role modelling and mentoring, providing opportunity to apply knowledge, and immersing in local organizations and communities. However, these teaching strategies will be optimized through a structured and rigorous process of reflection. Reflection is central to the learning experience of medical students, especially that affective outcomes are commonly less apparent. The findings of this review resulted to a proposed initial model in teaching the affective domain in CBME.
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Affiliation(s)
- Celso P Pagatpatan
- College of Medicine, De La Salle Medical and Health Sciences Institute, Dasmariñas City, Philippines
- Discipline of Public Health, Flinders University, Adelaide, Australia
| | | | - Jeff Daniel C Lauron
- College of Medicine, De La Salle Medical and Health Sciences Institute, Dasmariñas City, Philippines
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Michael Shanahan E, van der Vleuten C, Schuwirth L. Conflict between clinician teachers and their students: the clinician perspective. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2020; 25:401-414. [PMID: 31641944 DOI: 10.1007/s10459-019-09933-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2019] [Accepted: 10/14/2019] [Indexed: 06/10/2023]
Abstract
The relationship between clinician teachers and their students is of major importance in medical education. However, there is little known about the effects on clinicians when conflict occurs with their students. What do clinicians perceive to be major causes of these conflicts? How do they react when and after conflict occurs? A phenomenological inquiry exploring the lived experience of 12 clinician teachers in medical schools was performed. The clinicians were selected using purposeful sampling and snowballing techniques. The interviews revolved around discussions based on episodes of conflict with medical students that the clinicians considered significant. The analysis and emergent themes were partially constructed around and informed by theories of conflict, and conflict management. A number of themes emerged from this study. Clinicians experienced that significant psychological and behavioural problems of students had a dominant impact on the likelihood and severity of conflict; these conflicts had a significant emotional impact on clinicians; though the responses to conflict varied, "avoidance" was a mechanism commonly used by clinicians and thus the assessment of attitudinal and behavioural professional issues in the workplace was problematic. This study shows how the clinician perspective to challenging student/clinician encounters impacts on the quality of education they are able to provide. We recommend medical schools consider these issues when designing their programs in order to develop and maintain clinician-teacher engagement and participation.
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Affiliation(s)
- Ernst Michael Shanahan
- Flinders University and the South Australian Health Service Adelaide, Bedford Park, SA, 5042, Australia.
| | - Cees van der Vleuten
- Department of Educational Development, Maastricht University, PO Box 616, 6200 MD, Maastricht, The Netherlands
| | - Lambert Schuwirth
- Flinders University and the South Australian Health Service Adelaide, Bedford Park, SA, 5042, Australia
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Kumar K, Schoo A. Health Professions Educators' System-Oriented Roles as Educational Advocate, Quality Improver, and Broker. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2020; 40:176-181. [PMID: 32898119 DOI: 10.1097/ceh.0000000000000309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Health professionals have many facets to their educational role. Although the teaching and student support dimensions of health professionals' educational role are highly visible in the literature, other nontraditional elements are not. This study presents a broader conceptualization of health professionals' educational role, with a focus on the strategic dimensions of their role. METHODS Participants were health professionals from different clinical backgrounds and teaching settings, with a formal role in education. Data were collected using a survey (n = 41) and interviews (n = 9), and this article focuses on reporting the qualitative findings of this study. Thematic analysis was used for data interpretation. RESULTS Health professionals have three strategic dimensions to their educational role. The first strategic dimension is educational advocacy, which is aimed at championing education at different levels and parts of the educational system and building educational capacity. The second strategic dimension is educational quality improvement which is focused on shifting narratives around education and educational change in health service settings and leveraging educational evidence. The final strategic dimension is educational brokerage which is oriented at connecting clinical and educational communities and building trust and consensus. DISCUSSION Beyond the microlevel of learning and teaching, health professionals engage in strategic work that is focused on the broader educational mission within health. Continuing professional development initiatives can empower health professionals to optimize these strategic and system-focused educational roles and responsibilities.
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Affiliation(s)
- Koshila Kumar
- Dr. Kumar: Senior Lecturer and Course Coordinator of the Postgraduate Programs in Clinical Education, Prideaux Centre for Research in Health Professions Education, College of Medicine and Public Health, Flinders University, Adelaide, Australia, and a Fellow of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE). Dr. Schoo: Academic Status Holder, Prideaux Centre for Research in Health Professions Education, College of Medicine and Public Health, Flinders University, Adelaide, Australia, and a Fellow of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE)
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Bazrafkan L, Hayat AA, Tabei SZ, Amirsalari L. Clinical teachers as positive and negative role models: an explanatory sequential mixed method design. J Med Ethics Hist Med 2019; 12:11. [PMID: 32328224 PMCID: PMC7166239 DOI: 10.18502/jmehm.v12i11.1448] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2018] [Accepted: 07/07/2019] [Indexed: 11/24/2022] Open
Abstract
Today, role modeling is an essential component of medical education that facilitates the students' learning and affects their attitudes and behaviors. Hence, this study aimed to examine the characteristics of positive and negative role models using a mixed method approach. In the quantitative part, data were collected using a questionnaire with 24 items. The research population included medical students who were in their clinical period between May 2017 and December 2018 at Shiraz University of Medical Sciences (n = 750). A total of 282 questionnaires were completed by these students, and in the qualitative part, 26 semi-structured interviews were conducted with them. The most important components of role modeling for students included: individual characteristics, clinical skills and competence, teaching skills and professionalism, in that order. The qualitative analysis confirmed the results of the quantitative analysis. The findings showed that the characteristics of a negative role model can also be classified in four main components. The results demonstrated that 46.8% of the students identified one or more medical teachers as negative models. Students paid attention to not only the positive characteristics of their teachers, but also their negative features, stating that they had been influenced by both. Therefore, it can be concluded that clinical teachers should improve their performance as positive role models through reducing these negative effects and reinforcing positive characteristics.
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Affiliation(s)
- Leila Bazrafkan
- Assistant Professor, Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Ali Asghar Hayat
- Assistant Professor, Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Seyed Ziaaddin Tabei
- Professor, Department of Medical Ethics and Philosophy in Health Care, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Leila Amirsalari
- Researcher, Department of Pathology, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
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Pizanis VG, Pizanis C. Effective and Ineffective Clinical Teaching in Dental Hygiene Education: A Qualitative Study. J Dent Educ 2019; 83:904-913. [PMID: 31010893 DOI: 10.21815/jde.019.087] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2018] [Accepted: 12/16/2018] [Indexed: 11/20/2022]
Abstract
Clinical instructors play a significant role in student learning in dental hygiene education, but more information is needed on which instructor characteristics best promote student development. The aim of this study was to identify clinical dental hygiene instructor traits that are effective and ineffective for student learning as defined by dental hygiene students and instructors. A qualitative study using grounded theory and critical incident technique was conducted to investigate junior students', senior students', and instructors' perceptions in one U.S. dental hygiene program in 2014. The methods used were an open-ended electronic survey, one-on-one interviews, and focus groups. Qualities identified were coded and organized into categories and themes, then tabulated by importance by cohort. A total of 24 junior students, 22 senior students, and nine clinical faculty members participated in all three parts of the study. The surveys revealed 322 qualities and characteristics, and the interviews revealed 162, which were then coded into 26 and 23 categories of effective and ineffective traits, respectively. Three major themes of instructor characteristics emerged: affective, pedagogical, and expertise-related. Variances in the frequency of these themes were found between junior and senior students. Differences were also noted between students and instructors in terms of the importance of several characteristics. Specific effective teaching methods were also discovered in the interviews. In this study, multiple effective and ineffective dental hygiene clinical instructor characteristics were identified. These findings have implications for curriculum, instructor training, and evaluation and create a foundation for future research.
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Affiliation(s)
- Vicki G Pizanis
- Vicki G. Pizanis, RDH, MS, EdD, is an adjunct faculty member, Division of Dental Hygiene, Department of Dental Medicine, University of New Mexico; and Charles Pizanis, MD, is Assistant Professor, Department of Internal Medicine, Division of Hospital Medicine, University of New Mexico School of Medicine.
| | - Charles Pizanis
- Vicki G. Pizanis, RDH, MS, EdD, is an adjunct faculty member, Division of Dental Hygiene, Department of Dental Medicine, University of New Mexico; and Charles Pizanis, MD, is Assistant Professor, Department of Internal Medicine, Division of Hospital Medicine, University of New Mexico School of Medicine
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Channing S, Medland V, Manley KM. Foundation doctors’ experience of training and preparedness in pre-operative assessment in the United Kingdom: A qualitative study. ACTA ACUST UNITED AC 2018. [DOI: 10.1016/j.pcorm.2018.08.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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von Below B, Rödjer S, Mattsson B, Hange D, Wahlqvist M. What factors motivate junior doctors to engage as clinical tutors? A qualitative study. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2018; 9:151-157. [PMID: 29860243 PMCID: PMC6129157 DOI: 10.5116/ijme.5b07.d108] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Accepted: 05/25/2018] [Indexed: 06/08/2023]
Abstract
OBJECTIVES The study aimed to explore and identify factors motivating junior doctors to engage as long-term clinical tutors in undergraduate medical education. METHODS In this qualitative study, twenty-seven participants were recruited among junior doctors attending preparatory tutor courses at the Sahlgrenska Academy, University of Gothenburg, and the Primary Healthcare system, West Sweden. They were asked to respond to open-ended questions and write a short account of their needs as clinical tutors for medical students. A qualitative content analysis was performed. RESULTS A main theme emerged: "Let me develop my skills in a supportive workplace, provide feedback and merits, and I will continue tutoring". Participants described suitable personality as fundamental, and the need to develop professional skills, both as clinical tutors and physicians. Tutor education was an important source of knowledge and stimulation. A workplace environment, supporting learning and the tutor's role, was considered important, including having an adequate time frame. A clear and well-prepared assignment was regarded essential. Junior doctors requested feedback and merits in their work as long-term tutors. Clinical tutorship was considered an optional task. CONCLUSIONS In this exploratory study, motivating factors of junior doctors' engagement as future long-term tutors were identified. It is important to form a process where junior doctors can build up professional competence as clinical tutors and physicians. To ensure a sustainable tutorship in the future, we suggest that universities and healthcare authorities acknowledge and further study these motivating factors.
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Affiliation(s)
- Bernhard von Below
- Department of Public Health and Community Medicine/Primary Health Care, The Sahlgrenska Academy at University of Gothenburg, Sweden
| | - Stig Rödjer
- Department of Public Health and Community Medicine/Primary Health Care, The Sahlgrenska Academy at University of Gothenburg, Sweden
| | - Bengt Mattsson
- Department of Public Health and Community Medicine/Primary Health Care, The Sahlgrenska Academy at University of Gothenburg, Sweden
| | - Dominique Hange
- Department of Public Health and Community Medicine/Primary Health Care, The Sahlgrenska Academy at University of Gothenburg, Sweden
| | - Mats Wahlqvist
- Department of Public Health and Community Medicine/Primary Health Care, The Sahlgrenska Academy at University of Gothenburg, Sweden
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Affiliation(s)
- Adrian Schoo
- Prideaux Centre for Research in Health Professions Education; College of Medicine and Public Health; Flinders University; Adelaide South Australia Australia
| | - Koshila Kumar
- Prideaux Centre for Research in Health Professions Education; College of Medicine and Public Health; Flinders University; Adelaide South Australia Australia
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Chuenjitwongsa S, Bullock A, Oliver RG. Roles and competences for educators of undergraduate dental students: a discussion paper. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:47-56. [PMID: 27864859 DOI: 10.1111/eje.12243] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/12/2016] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Dental educators are important people who contribute to the development of every aspect of dental education. In part due to the lack of understanding of their roles and competences, dental educator development has so far received little consideration. With the aim of enhancing the dental profession's contribution to the development of undergraduate dental education, this article explores common roles of educators of undergraduate dental students and the competences needed to be effective educators. METHODS This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on roles and competences of educators. RESULTS AND DISCUSSION Roles of educators of undergraduate dental students typically encompass four areas: teaching, research, administration and providing healthcare. Educators may not be involved in every role; they normally perform the roles relevant to their work contexts. Competences for dental educators based on the four main roles comprise 12 domains: educational theories and principles; modes of education; learner issues; educational materials and instructional design; assessment and feedback; curriculum matters; evaluation; educational research; educational management; quality assurance; patient care and healthcare system and professionalism. Not all competences are required by all educators although educators need to be competent in the areas related to their roles and duties. CONCLUSION Understanding the roles and competences for educators of undergraduate dental students can help individual educators to improve their personal effectiveness and institutions to tailor staff development programmes appropriate to the needs of their staff. Faculty development contributes to sustained enhancement of undergraduate dental education.
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Affiliation(s)
- S Chuenjitwongsa
- Department of Biochemistry, Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand
| | - A Bullock
- Cardiff Unit for Research and Evaluation in Medical and Dental Education (CUREMeDE), Cardiff University School of Social Sciences, Cardiff, UK
| | - R G Oliver
- Postgraduate Medical and Dental Education, Wales Deanery, Cardiff University, Cardiff, UK
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Liu YP, Sun L, Wu XF, Yang Y, Zhang CT, Zhou HL, Quan XQ. Use of humour in medical education: a survey of students and teachers at a medical school in China. BMJ Open 2017; 7:e018853. [PMID: 29187417 PMCID: PMC5719277 DOI: 10.1136/bmjopen-2017-018853] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE Humour is a powerful resource in medical education. The purpose of this study is to investigate what students and teachers think about the use of humour. What challenges do teachers face in using humour and how they address them are also the subject of the present study. DESIGN Separate cross-sectional questionnaire surveys. SETTING Tongji Medical College and Tongji Hospital in China. PARTICIPANTS 327 students at Tongji Medical College and 165 physician teachers at Tongji Hospital in China. MAIN OUTCOME MEASURES The primary study outcome was assessed by proportion. RESULTS 87% of student and teacher respondents agreed with using humour in the didactic setting. They felt humour fostered a positive didactic atmosphere. Interesting clinical case was the most frequently used humour type by teachers and considered the most effective by students. Lack of humorous materials related to the lecture subject was the main challenge to humour use cited by teachers. Collecting humorous materials in teacher's daily work and life, observing teachers with a reputation for successfully using humour, and efficiently using the internet-enhanced humour use ability. CONCLUSION The present study confirms that most medical students and physician teachers support the use of humour in medical didactics, with particular strategies aiding its use and positive impact.
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Affiliation(s)
- Yan-Ping Liu
- Department of Geriatrics, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Lei Sun
- Department of Oncology, Tongji Hospital, Huazhong University of Science and Technology, Wuhan, China
| | - Xiao-Fen Wu
- Department of Geriatrics, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Yi Yang
- Department of Geriatrics, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Cun-Tai Zhang
- Department of Geriatrics, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Hong-Lian Zhou
- Department of Geriatrics, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Xiao-Qing Quan
- Department of Geriatrics, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
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Renting N, Raat ANJ, Dornan T, Wenger-Trayner E, van der Wal MA, Borleffs JCC, Gans ROB, Jaarsma ADC. Integrated and implicit: how residents learn CanMEDS roles by participating in practice. MEDICAL EDUCATION 2017; 51:942-952. [PMID: 28485074 DOI: 10.1111/medu.13335] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2016] [Revised: 09/14/2016] [Accepted: 03/06/2017] [Indexed: 06/07/2023]
Abstract
CONTEXT Learning outcomes for residency training are defined in competency frameworks such as the CanMEDS framework, which ultimately aim to better prepare residents for their future tasks. Although residents' training relies heavily on learning through participation in the workplace under the supervision of a specialist, it remains unclear how the CanMEDS framework informs practice-based learning and daily interactions between residents and supervisors. OBJECTIVES This study aimed to explore how the CanMEDS framework informs residents' practice-based training and interactions with supervisors. METHODS Constructivist grounded theory guided iterative data collection and analyses. Data were collected by direct observations of residents and supervisors, combined with formal and field interviews. We progressively arrived at an explanatory theory by coding and interpreting the data, building provisional theories and through continuous conversations. Data analysis drew on sensitising insights from communities of practice theory, which provided this study with a social learning perspective. RESULTS CanMEDS roles occurred in an integrated fashion and usually remained implicit during interactions. The language of CanMEDS was not adopted in clinical practice, which seemed to impede explicit learning interactions. The CanMEDS framework seemed only one of many factors of influence in practice-based training: patient records and other documents were highly influential in daily activities and did not always correspond with CanMEDS roles. Additionally, the position of residents seemed too peripheral to allow them to learn certain aspects of the Health Advocate and Leader roles. CONCLUSIONS The CanMEDS framework did not really guide supervisors' and residents' practice or interactions. It was not explicitly used as a common language in which to talk about resident performance and roles. Therefore, the extent to which CanMEDS actually helps improve residents' learning trajectories and conversations between residents and supervisors about residents' progress remains questionable. This study highlights the fact that the reification of competency frameworks into the complexity of practice-based learning is not a straightforward exercise.
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Affiliation(s)
- Nienke Renting
- Centre for Education Development and Research in Health Professions (CEDAR), University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - A N Janet Raat
- Research Centre for Talent Development in Higher Education and Society, Hanze University of Applied Sciences, Groningen, the Netherlands
| | - Tim Dornan
- Centre for Medical Education, Queen's University Belfast, Belfast, UK
| | | | - Martha A van der Wal
- Centre for Education Development and Research in Health Professions (CEDAR), University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Jan C C Borleffs
- Centre for Education Development and Research in Health Professions (CEDAR), University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Rijk O B Gans
- Department of Internal Medicine, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - A Debbie C Jaarsma
- Centre for Education Development and Research in Health Professions (CEDAR), University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
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Audétat MC, Laurin S, Dory V, Charlin B, Nendaz MR. Diagnosis and management of clinical reasoning difficulties: Part I. Clinical reasoning supervision and educational diagnosis. MEDICAL TEACHER 2017; 39:792-796. [PMID: 28587534 DOI: 10.1080/0142159x.2017.1331033] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
There are many obstacles to the timely identification of clinical reasoning difficulties in health professions education. This guide aims to provide readers with a framework for supervising clinical reasoning and identifying the potential difficulties as they may occur at each step of the reasoning process.
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Affiliation(s)
- Marie-Claude Audétat
- a Department of Family and Emergency Medicine, Faculty of Medicine , Université de Montréal , Montreal , Canada
- b Unit of Development and Research in Medical Education, Faculty of Medicine , University of Geneva , Geneva , Switzerland
| | - Suzanne Laurin
- a Department of Family and Emergency Medicine, Faculty of Medicine , Université de Montréal , Montreal , Canada
| | - Valérie Dory
- c Centre for Medical Education & Department of Medicine, Faculty of Medicine , McGill University , Montreal , Canada
| | - Bernard Charlin
- d CPASS, Faculty of Medicine , Université de Montréal , Montreal , Canada
| | - Mathieu R Nendaz
- b Unit of Development and Research in Medical Education, Faculty of Medicine , University of Geneva , Geneva , Switzerland
- e Department of General Internal Medicine, Rehabilitation, and Geriatrics , University of Geneva , Geneva , Switzerland
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Nikendei C, Ben-David MF, Mennin S, Huwendiek S. Medical educators: How they define themselves - Results of an international web survey. MEDICAL TEACHER 2016; 38:715-723. [PMID: 26383184 DOI: 10.3109/0142159x.2015.1073236] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
BACKGROUND Little is known about medical educators' self-definition. AIMS The aim of this study is to survey an international community of medical educators focusing on the medical educators' self-definition. METHODS Within a comprehensive, web-based survey, an open question on the participants' views of how they would define a "medical educator" was sent to 2200 persons on the mailing list of the Association for Medical Education in Europe. The free text definitions were analysed using qualitative thematic analysis. RESULTS Of the, 2200 medical educators invited to participate, 685 (31.1%) provided a definition of a "medical educator". The qualitative analysis of the free text definitions revealed that medical educators defined themselves in 13 roles, primarily as "Professional Expert", "Facilitator", "Information Provider", "Enthusiast", "Faculty Developer", "Mentor", "Undergraduate and Postgraduate Trainer", "Curriculum Developer", "Assessor and Assessment Creator", and "Researcher". CONCLUSIONS Our survey revealed that medical educators predominantly define themselves as "Professional Experts" and identified 12 further self-defined roles of a medical educator, several of which not to have been reported previously. The results can be used to further the understanding of our professional identity.
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Affiliation(s)
| | | | | | - Sören Huwendiek
- d Institute of Medical Education, Faculty of Medicine, University of Bern , Switzerland
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Medical Students' Perceptions of Clinical Teachers as Role Model. PLoS One 2016; 11:e0150478. [PMID: 26959364 PMCID: PMC4784941 DOI: 10.1371/journal.pone.0150478] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2015] [Accepted: 02/15/2016] [Indexed: 11/23/2022] Open
Abstract
Introduction Role models facilitate student learning and assists in the development of professional identity. However, social organization and cultural values influence the choice of role models. Considering that the social organization and cultural values in South East Asia are different from other countries, it is important to know whether this affects the characteristics medical students look for in their role models in these societies. Methods A 32 item questionnaire was developed and self-administered to undergraduate medical students. Participants rated the characteristics on a three point scale (0 = not important, 1 = mildly important, 2 = very important). One way ANOVA and student's t-test were used to compare the groups. Results A total of 349 (65.23%) distributed questionnaires were returned. The highest ranked themes were teaching and facilitating learning, patient care and continuing professional development followed by communication and professionalism. Safe environment and guiding personal and professional development was indicated least important. Differences were also observed between scores obtained by males and females. Conclusion Globally there are attributes which are perceived as essential for role models, while others are considered desirable. An understanding of the attributes which are essential and desirable for role models can help medical educators devise strategies which can reinforce those attributes within their institutions.
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Jakobsen F. An overview of pedagogy and organisation in clinical interprofessional training units in Sweden and Denmark. J Interprof Care 2016; 30:156-64. [DOI: 10.3109/13561820.2015.1110690] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Eesley C, Li JB, Yang D. Does Institutional Change in Universities Influence High-Tech Entrepreneurship? Evidence from China’s Project 985. ORGANIZATION SCIENCE 2016. [DOI: 10.1287/orsc.2015.1038] [Citation(s) in RCA: 59] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Piquette D, Moulton CA, LeBlanc VR. Creating learning momentum through overt teaching interactions during real acute care episodes. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2015; 20:903-914. [PMID: 25476262 DOI: 10.1007/s10459-014-9571-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2014] [Accepted: 11/12/2014] [Indexed: 06/04/2023]
Abstract
Clinical supervisors fulfill a dual responsibility towards patient care and learning during clinical activities. Assuming such roles in today's clinical environments may be challenging. Acute care environments present unique learning opportunities for medical trainees, as well as specific challenges. The goal of this paper was to better understand the specific contexts in which overt teaching interactions occurred in acute care environments. We conducted a naturalistic observational study based on constructivist grounded theory methodology. Using participant observation, we collected data on the teaching interactions occurring between clinical supervisors and medical trainees during 74 acute care episodes in the critical care unit of two academic centers, in Toronto, Canada. Three themes contributed to a better understanding of the conditions in which overt teaching interactions among trainees and clinical supervisors occurred during acute care episodes: seizing emergent learning opportunities, coming up against challenging conditions, and creating learning momentum. Our findings illustrate how overt learning opportunities emerged from certain clinical situations and how clinical supervisors and trainees could purposefully modify unfavorable learning conditions. None of the acute care episodes encountered in the critical care environment represented ideal conditions for learning. Yet, clinical supervisors and trainees succeeded in engaging in overt teaching interactions during many episodes. The educational value of these overt teaching interactions should be further explored, as well as the impact of interventions aimed at increasing their use in acute care environments.
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Affiliation(s)
- Dominique Piquette
- Department of Critical Care Medicine, Sunnybrook Health Sciences Centre, 2075 Bayview Ave, Room D108, Toronto, ON, M4N 3M5, Canada.
- The Wilson Centre, Toronto, ON, Canada.
- University of Toronto, Toronto, ON, Canada.
| | - Carol-Anne Moulton
- The Wilson Centre, Toronto, ON, Canada
- University of Toronto, Toronto, ON, Canada
- Department of Surgery, University Health Network, Toronto, ON, Canada
| | - Vicki R LeBlanc
- The Wilson Centre, Toronto, ON, Canada
- Faculty of Dentistry, University of Toronto, Toronto, ON, Canada
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Hillis DJ, Grigg MJ. Professionalism and the role of medical colleges. Surgeon 2015; 13:292-9. [DOI: 10.1016/j.surge.2015.04.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2015] [Revised: 03/31/2015] [Accepted: 04/01/2015] [Indexed: 11/29/2022]
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Hirooka N, Obuchi Y, Ono Y, Hamada K, Hamano K, Shiraishi M, Uchida K, Tanaka Y. Improvement in Ambulatory Care Skills by Self-administered Questionnaire through an Outpatient Training Program among Post-graduate Young Physicians. J Gen Fam Med 2015. [DOI: 10.14442/jgfm.16.3_187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
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Moffatt JJ, Wyatt JE. Using evaluation to improve medical student rural experience. AUST HEALTH REV 2015; 40:174-180. [PMID: 26254631 DOI: 10.1071/ah14195] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2014] [Accepted: 06/09/2015] [Indexed: 11/23/2022]
Abstract
Objective The aim of this evaluation was to see whether interventions implemented to improve the Rural Medicine Rotation made this a more effective rural medical education experience. Multiple interventions targeting the student experience, lecturers and preceptors were implemented. Methods A quasi-experimental design using pre- and post-measures was used. The participants were all University of Queensland, School of Medicine, Rural Medicine Rotation students who completed the 2009 and 2010 rural medicine rotation evaluations. There were 769 students, with an 84% response rate in 2009 and an 80% response rate in 2010. In addition, all the 25 program preceptors who were visited in 2009 and the 34 who were visited in 2010 participated in the study. Results The implementation of interventions resulted in significant improvement in three outcome measures, namely teaching effectiveness, provision of an environment supportive of learning in a rural/remote setting and opportunities for professional growth. Two of the three other outcome measures - ensuring a safe clinical placement and opportunities for procedural skills experience and development - were very positively evaluated in both 2009 and 2010. Conclusions The interventions contributed to a more effective rural medical education experience, providing students with the opportunity to develop skills and knowledge relevant for rural medicine and to gain an understanding of the context in which rural medicine is practiced. What is known about the topic? Many Australian medical schools offer students rural-based educational opportunities based on the premise that placing medical students in a rural setting may ultimately lead to them choosing careers in rural medicine. However, there is a paucity of evidence on the factors that are considered necessary for medical students to gain a positive rural experience of short conscripted rural placements. What does the paper add? This paper identifies successful interventions to the rotation and placements that provide a positive experience of the rural clinical placement for students. These interventions occurred within an ongoing evaluation program embedded in the rotation. What are the implications for practitioners? Through ongoing evaluation, interventions can be selected and implemented that succeed in contributing to students having a positive rural clinical placement experience. This paper demonstrates how an embedded continuous improvement program serves to provide direction for ongoing modifications.
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Affiliation(s)
- Jennifer J Moffatt
- University of Queensland, School of Medicine, 288 Herston Road, Herston, Brisbane, Qld 4006, Australia
| | - Janine E Wyatt
- University of Queensland, School of Medicine, Level 2, Health Science Learning and Discovery Centre, PO Box 4143, Rockhampton, Qld 4700, Australia. Email
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Lakshminarayana I, Wall D, Bindal T, Goodyear HM. A multisource feedback tool to assess ward round leadership skills of senior paediatric trainees: (1) Development of tool. Postgrad Med J 2015; 91:262-7. [DOI: 10.1136/postgradmedj-2014-132692] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2014] [Accepted: 04/11/2015] [Indexed: 11/03/2022]
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Vaughan B. Developing a clinical teaching quality questionnaire for use in a university osteopathic pre-registration teaching program. BMC MEDICAL EDUCATION 2015; 15:70. [PMID: 25885108 PMCID: PMC4404120 DOI: 10.1186/s12909-015-0358-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/08/2014] [Accepted: 03/30/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Clinical education is an important component of many health professional training programs. There is a range of questionnaires to assess the quality of the clinical educator however none are in student-led clinic environments. The present study developed a questionnaire to assess the quality of the clinical educators in the osteopathy program at Victoria University. METHODS A systematic search of the literature was used to identify questionnaires that evaluated the quality of clinical teaching. Eighty-three items were extracted and reviewed for their appropriateness to include in a questionnaire by students, clinical educators and academics. A fifty-six item questionnaire was then trialled with osteopathy students. A variety of statistics were used to determine the number of factors to extract. Exploratory factor analysis (EFA) was used to investigate the factor structure. RESULTS The number of factors to extract was calculated to be between 3 and 6. Review of the factor structures suggested the most appropriate fit was four and five factors. The EFA of the four-factor solution collapsed into three factors. The five-factor solution demonstrated the most stable structure. Internal consistency of the five-factor solution was greater than 0.70. CONCLUSIONS The five factors were labelled Learning Environment (Factor 1), Reflective Practice (Factor 2), Feedback (Factor 3) and Patient Management (Factor 4) and Modelling (Factor 5). Further research is now required to continue investigating the construct validity and reliability of the questionnaire.
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Affiliation(s)
- Brett Vaughan
- Centre for Chronic Disease Prevention & Management, College of Health & Biomedicine, Victoria University, Melbourne, Australia.
- Institute of Sport, Exercise & Active Living, Victoria University, Melbourne, Australia.
- School of Health & Human Sciences, Southern Cross University, Lismore, Australia.
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Piquette D, Moulton CA, LeBlanc VR. Balancing care and teaching during clinical activities: 2 contexts, 2 strategies. J Crit Care 2015; 30:678-84. [PMID: 25776896 DOI: 10.1016/j.jcrc.2015.03.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2014] [Revised: 02/03/2015] [Accepted: 03/01/2015] [Indexed: 10/23/2022]
Abstract
PURPOSE The goal of this study was to better understand how clinical supervisors integrate teaching interactions with medical trainees into 2 types of clinical activities in the critical care setting: multidisciplinary rounds and medical crises. METHODS We conducted a qualitative, observational study based on an ethnographic approach. We observed the teaching interactions among clinical supervisors and medical trainees during 12 multidisciplinary rounds and 74 medical crises in 2 academic hospitals. Grounded theory methods (theoretical sampling and saturation, inductive thematic coding, and constant comparison) were used to analyze data. RESULTS Two models of integration of teaching interactions into clinical activities are described: the in series model, typical of multidisciplinary rounds and characterized by well-structured learning bubbles uninterrupted by patient care, and the in parallel model, common during medical crises and involving multiple, short learning flashes intricately related to and frequently interrupted by patient care. By adopting a model over the other, supervisors appeared to adapt to 2 contexts that differed in terms of priority, supervisor's understanding of events, and social context of interactions. Each model presented complementary opportunities and limitations for learning. CONCLUSIONS Modern views of medical apprenticeship and clinical teaching need to take into account the specific clinical context in which learning occurs. Teaching interactions that differ in structure and content in response to changing clinical circumstances could impact learning in unique ways. Learning outcomes resulting from different models of integration of teaching into clinical activities need to be further explored.
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Affiliation(s)
- Dominique Piquette
- Department of Critical Care Medicine, Sunnybrook Health Sciences Centre, Toronto, ON, M4N 3M5, Canada.
| | - Carol-Anne Moulton
- The Wilson Centre, Toronto, ON, M5G 2C4, Canada; Department of Surgery, University Health Network, University of Toronto, Toronto, ON, Canada.
| | - Vicki R LeBlanc
- The Wilson Centre, Toronto, ON, M5G 2C4, Canada; Faculty of Dentistry, University of Toronto, Toronto, ON, Canada.
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Haider SI, Johnson N, Thistlethwaite JE, Fagan G, Bari MF. WATCH: Warwick Assessment insTrument for Clinical teacHing: Development and testing. MEDICAL TEACHER 2015; 37:289-295. [PMID: 25155842 DOI: 10.3109/0142159x.2014.947936] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
OBJECTIVE Medical education and teaching skills are core competencies included in the generic curriculum for specialty training. To support the development of these skills, there is need for a validated instrument. This study aims to develop and test an instrument to measure the attributes of specialty trainees as effective teachers. METHODS The study was conducted in two phases. In first phase, the content of the instrument was generated from the literature and tested using the Delphi technique. In second phase, the instrument was field tested for validity and reliability using factor analysis and generalizability study. Feasibility was calculated by the time taken to complete the instrument. Acceptability and educational impact were determined by qualitative analysis of written feedback. Attributes of specialty trainees were assessed by clinical supervisors, peers, and students. RESULTS The Delphi study produced consensus on 15 statements which formed the basis of the instrument. In field study, a total of 415 instruments were completed. Factor analysis demonstrated a three-factor solution ('learning-teaching milieu', 'teaching skills', and 'learner-orientated'). A generalizability coefficient was 0.92. Mean time to complete the instrument was five minutes. Feedback indicated that it was an acceptable and useful method of assessment. CONCLUSION This new instrument provides valid, reliable, feasible, and acceptable assessment of clinical teaching.
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Köhl-Hackert N, Krautter M, Andreesen S, Hoffmann K, Herzog W, Jünger J, Nikendei C. Workplace learning: an analysis of students' expectations of learning on the ward in the Department of Internal Medicine. GMS ZEITSCHRIFT FUR MEDIZINISCHE AUSBILDUNG 2014; 31:Doc43. [PMID: 25489343 PMCID: PMC4259062 DOI: 10.3205/zma000935] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/14/2013] [Revised: 04/15/2014] [Accepted: 07/15/2014] [Indexed: 11/30/2022]
Abstract
Background: Learning on the ward as a practice-oriented preparation for the future workplace plays a crucial role in the medical education of future physicians. However, students’ ward internship is partially problematic due to condensed workflows on the ward and the high workload of supervising physicians. For the first time in a German-speaking setting, students’ expectations and concerns about their internship on the ward are examined in a qualitative analysis regarding their internal medicine rotation within clinical medical education. Methods: Of a total of 168 medical students in their 6th semester at the Medical Faculty of Heidelberg, 28 students (m=8, f=20, Ø 23.6 years) took part in focus group interviews 3 to 5 days prior to their internship on the internal medicine ward within their clinical internal medicine rotation. Students were divided into four different focus groups. The protocols were transcribed and a content analysis was conducted based on grounded theory. Results: We gathered a total of 489 relevant individual statements. The students hope for a successful integration within the ward team, reliable and supportive supervisors and supervision in small groups. They expect to face the most common diseases, to train the most important medical skills, to assume full responsibility for their own patients and to acquire their own medical identity. The students fear an insufficient time frame to achieve their aims. They are also concerned they will have too little contact with patients and inadequate supervision. Conclusion: For the development and standardization of effective student internships, the greatest relevance should be attributed to guidance and supervision by professionally trained and well-prepared medical teachers, entailing a significant increase in staff and costs. A structural framework is required in order to transfer the responsibility for the treatment of patients to the students at an early stage in medical education and in a longitudinal manner. The data suggest that the development and establishment of guidelines for medical teachers associated with clearly defined learning objectives for the students’ internships are urgently needed. Based on our findings, we provide first recommendations and suggest possible solutions.
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Affiliation(s)
- Nadja Köhl-Hackert
- University Hospital Heidelberg, Department of General Practice und Health Services Research, Heidelberg, Germany
| | - Markus Krautter
- University of Heidelberg, Department of Nephrology, Heidelberg, Germany
| | - Sven Andreesen
- Universityhospital Heidelberg, Department of General Internal Medicine and Psychosomatics, Heidelberg, Germany
| | - Katja Hoffmann
- Universityhospital Heidelberg, Department of General Internal Medicine and Psychosomatics, Heidelberg, Germany
| | - Wolfgang Herzog
- Universityhospital Heidelberg, Department of General Internal Medicine and Psychosomatics, Heidelberg, Germany
| | - Jana Jünger
- Universityhospital Heidelberg, Department of General Internal Medicine and Psychosomatics, Heidelberg, Germany
| | - Christoph Nikendei
- Universityhospital Heidelberg, Department of General Internal Medicine and Psychosomatics, Heidelberg, Germany
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Steven K, Wenger E, Boshuizen H, Scherpbier A, Dornan T. How clerkship students learn from real patients in practice settings. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2014; 89:469-76. [PMID: 24448040 DOI: 10.1097/acm.0000000000000129] [Citation(s) in RCA: 55] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
PURPOSE To explore how undergraduate medical students learn from real patients in practice settings, the factors that affect their learning, and how clerkship learning might be enhanced. METHOD In 2009, 22 medical students in the three clerkship years of an undergraduate medical program in the United Kingdom made 119 near-contemporaneous audio diary entries reflecting how they learned from real patients. Nineteen attended focus groups; 18 were individually interviewed. The authors used a qualitative theory-building methodology with a conceptual orientation toward Communities of Practice theory. A learning theorist guided selective coding of a constant-comparative analysis. RESULTS Participants learned informally by participating in the communicative practices of workplaces. Two overlapping practices, patient care and education, were identified. Patient care created learning opportunities, which were enriched when practitioners intentionally supported participants' learning. Education, however, was not always coupled with patient care. So, talk positioned the boundaries of two practices in three configurations: education without patient care, education within patient care, and patient care without education. The nature and quality of participants' learning depended on how practitioners entered dialogue with them and linked the dialogue to authentic patient care. CONCLUSIONS Findings strongly suggest that medical students learn from real patients by participating in patient care within an educational practice. Their learning is affected by clinicians' willingness to engage in supportive dialogue. Promoting an informal, inclusive discourse of workplace learning might enhance clerkship education. This approach should take its place alongside-and perhaps ahead of-the currently dominant discourse of "clinical teaching."
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Affiliation(s)
- Kathryn Steven
- Dr. Steven an academic fellow in general practice, the University of St. Andrews, St. Andrews, United Kingdom. Dr. Wenger is a social learning theorist and consultant, Grass Valley, California. Dr. Boshuizen is an education researcher, Open University, Heerlen, the Netherlands. Dr. Scherpbier is dean and education researcher, Maastricht University, Maastricht, the Netherlands. Dr. Dornan is an education researcher, Maastricht University, Maastricht, the Netherlands
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Ladhani Z, Stevens FJ, Scherpbier AJ. Does community health care require different competencies from physicians and nurses? BMC MEDICAL EDUCATION 2014; 14:1. [PMID: 24387322 PMCID: PMC3893590 DOI: 10.1186/1472-6920-14-1] [Citation(s) in RCA: 69] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2013] [Accepted: 12/30/2013] [Indexed: 05/02/2023]
Abstract
BACKGROUND Recently competency approach in Health Professionals' Education (HPE) has become quite popular and for an effective competency based HPE, it is important to design the curriculum around the health care needs of the population to be served and on the expected roles of the health care providers. Unfortunately, in community settings roles of health providers tend to be described less clearly, particularly at the Primary Health Care (PHC) level where a multidisciplinary and appropriately prepared health team is generally lacking. Moreover, to tailor the education on community needs there is no substantial evidence on what specific requirements the providers must be prepared for. METHODS This study has explored specific tasks of physicians and nurses employed to work in primary or secondary health care units in a context where there is a structural scarcity of community health care providers. In-depth Interviews of 11 physicians and 06 nurses working in community settings of Pakistan were conducted along with review of their job descriptions. RESULTS At all levels of health settings, physicians' were mostly engaged with diagnosing and prescribing medical illness of patients coming to health center and nurses depending on their employer were either providing preventive health care activities, assisting physicians or occupied in day to day management of health center. Geographical location or level of health facility did not have major effect on the roles being expected or performed, however the factors that determined the roles performed by health providers were employer expectations, preparation of health providers for providing community based care, role clarity and availability of resources including health team at health facilities. CONCLUSIONS Exploration of specific tasks of physicians and nurses working in community settings provide a useful framework to map competencies, and can help educators revisit the curricula and instructional designs accordingly. Furthermore, in community settings there are many synergies between the roles of physicians and nurses which could be simulated as learning activities; at the same time these two groups of health providers offer distinct sets of services, which must be harnessed to build effective, non-hierarchal, collaborative health teams.
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Affiliation(s)
- Zahra Ladhani
- Department of Health Sciences and Nursing, University of Hartford, CT, USA
| | - Fred J Stevens
- Department of Educational Development & Research, Maastricht University, Maastricht, The Netherlands
| | - Albert J Scherpbier
- Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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van den Hombergh P, Schalk-Soekar S, Kramer A, Bottema B, Campbell S, Braspenning J. Are family practice trainers and their host practices any better? Comparing practice trainers and non-trainers and their practices. BMC FAMILY PRACTICE 2013; 14:23. [PMID: 23433175 PMCID: PMC3598999 DOI: 10.1186/1471-2296-14-23] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/05/2012] [Accepted: 02/14/2013] [Indexed: 11/23/2022]
Abstract
Background Family Physician (FP) trainees are expected to be provided with high quality training in well organized practice settings. This study examines differences between FP trainers and non-trainers and their practices to see whether there are differences in trainers and non-trainers and in how their practices are organized and their services are delivered. Method 203 practices (88 non-training and 115 training) with 512 FPs (335 non-trainers and 177 trainers) were assessed using the “Visit Instrument Practice organization (VIP)” on 369 items (142 FP-level; 227 Practice level). Analyses (ANOVA, ANCOVA) were conducted for each level by calculating differences between FP trainees and non-trainees and their host practices. Results Trainers scored higher on all but one of the items, and significantly higher on 47 items, of which 13 remained significant after correcting for covariates. Training practices scored higher on all items and significantly higher on 61 items, of which 23 remained significant after correcting for covariates. Trainers (and training practices) provided more diagnostic and therapeutic services, made better use of team skills and scored higher on practice organization, chronic care services and quality management than non-training practices. Trainers reported more job satisfaction and commitment and less job stress than non-trainers. Discussion There are positive differences between FP trainers and non-trainers in both the level and the quality of services provided by their host practices. Training institutions can use this information to promote the advantages of becoming a FP trainer and training practice as well as to improve the quality of training settings for FPs.
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Affiliation(s)
- Pieter van den Hombergh
- IQ healthcare (114), Radboud University Nijmegen Medical Centre, PO Box 9101, 6500, HB, Nijmegen, The Netherlands
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Jahangiri L, McAndrew M, Muzaffar A, Mucciolo TW. Characteristics of effective clinical teachers identified by dental students: a qualitative study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:10-8. [PMID: 23279387 DOI: 10.1111/eje.12012] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/14/2012] [Indexed: 05/16/2023]
Abstract
This qualitative research study identified criteria for clinical teacher quality preferences as perceived by dental students. Third and fourth year dental students at New York University College of Dentistry were given a two question, open-ended survey asking what qualities they liked most and least in a clinical teacher. Responses were collected until data saturation was achieved. A total of 157 respondents provided a total of 995 written comments. Descriptive words within the responses were coded and grouped into key words, according to similar relationships, and further refined into 17 defined categories. Three core themes, Character, Competence and Communication, emerged from these 17 categories, which were validated according to specific references found in the existing educational literature. 'Character' comprised nine of the 17 defined categories: (caring, motivation, empathy, patience, professionalism, available, fairness, happiness, patient-centred) and yielded 59.1% of total student responses; 'Competence' consisted of five categories: knowledgeable, expertise, efficient, skilful, effective (29.2%); and 'Communication' represented the remaining three categories: feedback, approachable and interpersonal communication (11.7%). Positive and negative responses related to the defined category of caring were cited by 59.2% of all students. Motivation was the next highest category, cited by 45.9% of students. Non-cognitive attributes, especially those in the Character theme, comprised the majority of student comments. Because students' perceptions are so critical to understanding clinical teaching effectiveness in dental education, these findings can be used to develop assessments to measure clinical teaching effectiveness, to create criteria for the hiring and promotion of clinical faculty and to plan faculty development programming.
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Affiliation(s)
- L Jahangiri
- Department of Prosthodontics, New York University College of Dentistry, NY, USA
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van Es JM, Visser MRM, Wieringa-de Waard M. Do GP trainers use feedback in drawing up their Personal Development Plans (PDPs)? Results from a quantitative study. MEDICAL TEACHER 2012; 34:e718-e724. [PMID: 22494080 DOI: 10.3109/0142159x.2012.670327] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
BACKGROUND General practice (GP) trainers play a key role GP trainees' education. To stimulate development of trainer competencies a Personal Development Plan (PDP) can be helpful, especially when feedback is incorporated. AIMS To investigate to what extent GP trainers use feedback in PDPs. METHODS GP trainers were provided with three feedback sources: trainees' rating scores, trainees' narrative comments, and self-assessment scores. Trainers were instructed to use these while drawing up PDP goals. With quantitative analyses the extent to feedback sources were used was determined. RESULTS Of the trainers 93% submitted a PDP. More than 75% of goals were based on provided feedback. Multiple sources addressing the same issue increased feedback use. If two sources pointed in the same direction, feedback was used more often if one of them concerned "narrative comments". Ratings were lowest for GP-related Expertise and Teaching Skills. Most goals defined concerned these domains. Fewer goals regarded Personal Functioning. Proportion of feedback used concerning Personal functioning was lowest. CONCLUSIONS GP trainers use most feedback and address issues most commented upon. Narrative comments deserve a profound place when eliciting feedback. Research into the quality with which feedback is used in PDP goals should complement these results.
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Affiliation(s)
- Judith M van Es
- Academic Medical Center, Department of General Practice J2-221-1, University of Amsterdam, PO Box 22700, 1100D E Amsterdam, The Netherlands.
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Boerboom TBB, Mainhard T, Dolmans DHJM, Scherpbier AJJA, Van Beukelen P, Jaarsma ADC. Evaluating clinical teachers with the Maastricht clinical teaching questionnaire: how much 'teacher' is in student ratings? MEDICAL TEACHER 2012; 34:320-326. [PMID: 22455701 DOI: 10.3109/0142159x.2012.660220] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
BACKGROUND Students are a popular source of data to evaluate the performance of clinical teachers. Instruments to obtain student evaluations must have proven validity. One aspect of validity that often remains underexposed is the possibility of effects of between-student differences and teacher and student characteristics not directly related to teaching performance. AIM The authors examined the occurrence of such effects, using multilevel analysis to analyse data from the Maastricht clinical teaching questionnaire (MCTQ), a validated evaluation instrument, in a veterinary curriculum. METHODS The 15-item MCTQ covers five domains. The authors used multilevel analysis to divide the variance in the domain scores in components related to, respectively, teachers and students. They estimated subsequent models to explore how the MCTQ scores are dependent on teacher and student characteristics. RESULTS Significant amounts of variance in student ratings were due to between-teacher differences, particularly for learning climate, modelling and coaching. The effects of teacher and student characteristics were mostly non-significant or small. CONCLUSION Large portions of variance in MCTQ scores were due to differences between teachers, while the contribution of student and teacher characteristics was negligible. The results support the validity of student ratings obtained with the MCTQ for evaluating teacher performance.
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Affiliation(s)
- Tobias B B Boerboom
- Quality Improvement of Veterinary Education, Faculty of Veterinary Medicine, Utrecht University, The Netherlands.
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James PTJ. The impact of medical tourism on Thai private hospital management: informing hospital policy. Glob J Health Sci 2012; 4:127-39. [PMID: 22980119 PMCID: PMC4777023 DOI: 10.5539/gjhs.v4n1p127] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2011] [Accepted: 12/29/2011] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND The purpose of this paper is to help consolidate and understand management perceptions and experiences of a targeted group (n=7) of Vice-Presidents of international Private Thai hospitals in Bangkok regarding medical tourism impacts. METHODS The method adopted uses a small-scale qualitative inquiry. Examines the on-going development and service management factors which contribute to the establishment and strengthening of relationships between international patients and hospital medical services provision. Develops a qualitative model that attempts to conceptualize the findings from a diverse range of management views into a framework of main (8) - Hospital Management; Hospital Processes; Hospital Technology; Quality Related; Communications; Personnel; Financial; and Patients; and consequent sub-themes (22). RESULTS Outcomes from small-scale qualitative inquiries cannot by design be taken outside of its topical arena. This inevitably indicates that more research of this kind needs to be carried out to understand this field more effectively. The evidence suggests that Private Thai hospital management have established views about what constitutes the impact of medical tourism on hospital policies and practices when hospital staff interact with international patients. CONCLUSIONS As the private health service sector in Thailand continues to grow, future research is needed to help hospitals provide appropriate service patterns and appropriate medical products/services that meet international patient needs and aspirations. Highlights the increasing importance of the international consumer in Thailand's health industry. This study provides insights of private health service providers in Bangkok by helping to understand more effectively health service quality environments, subsequent service provision, and the integrated development and impacts of new medical technology.
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Stenfors-Hayes T, Hult H, Dahlgren LO. What does it mean to be a good teacher and clinical supervisor in medical education? ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2011; 16:197-210. [PMID: 20978840 DOI: 10.1007/s10459-010-9255-2] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2010] [Accepted: 10/06/2010] [Indexed: 05/04/2023]
Abstract
The aim of this study was to describe the different ways medical teachers understand what constitutes a good teacher and a good clinical supervisor and what similarities and differences they report between them. Data was gathered through interviews with 39 undergraduate teachers at a medical university. The transcripts were analysed using a phenomenographic approach. Three categories regarding what it means to be a good teacher and clinical supervisor respectively were identified. Similarities between the two hierarchies were seen with the most inclusive categories of understanding what it means to be a good teacher or supervisor focuses on students' learning or growth. In the third category a good teacher and supervisor is seen as someone who conveys knowledge or shows how things are done. However, the role of being a clinical supervisor was perceived as containing a clearer focus on professional development and role modelling than the teacher role did. This is shown in the middle category where a good clinical supervisor is understood as a role model and someone who shares what it is like to be a doctor. The middle category of understanding what it means to be a good teacher instead focussing on the teacher as someone who responds to students' content requests in a partially student-centred perspective. In comparing the ways individual respondents understood the two roles, this study also implies that teachers appear to compartmentalise their roles as teachers and clinical supervisors respectively.
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Teaching in daily clinical practice: a necessary evil or an opportunity? Doctors as teachers. Eur J Trauma Emerg Surg 2011; 37:203-5. [DOI: 10.1007/s00068-011-0078-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2010] [Accepted: 01/09/2011] [Indexed: 11/26/2022]
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Boerboom TBB, Dolmans DHJM, Jaarsma ADC, Muijtjens AMM, Van Beukelen P, Scherpbier AJJA. Exploring the validity and reliability of a questionnaire for evaluating veterinary clinical teachers' supervisory skills during clinical rotations. MEDICAL TEACHER 2011; 33:e84-e91. [PMID: 21275538 DOI: 10.3109/0142159x.2011.536277] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
BACKGROUND Feedback to aid teachers in improving their teaching requires validated evaluation instruments. When implementing an evaluation instrument in a different context, it is important to collect validity evidence from multiple sources. AIM We examined the validity and reliability of the Maastricht Clinical Teaching Questionnaire (MCTQ) as an instrument to evaluate individual clinical teachers during short clinical rotations in veterinary education. METHODS We examined four sources of validity evidence: (1) Content was examined based on theory of effective learning. (2) Response process was explored in a pilot study. (3) Internal structure was assessed by confirmatory factor analysis using 1086 student evaluations and reliability was examined utilizing generalizability analysis. (4) Relations with other relevant variables were examined by comparing factor scores with other outcomes. RESULTS Content validity was supported by theory underlying the cognitive apprenticeship model on which the instrument is based. The pilot study resulted in an additional question about supervision time. A five-factor model showed a good fit with the data. Acceptable reliability was achievable with 10-12 questionnaires per teacher. Correlations between the factors and overall teacher judgement were strong. CONCLUSIONS The MCTQ appears to be a valid and reliable instrument to evaluate clinical teachers' performance during short rotations.
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Affiliation(s)
- T B B Boerboom
- Quality Improvement of Veterinary Education, Faculty of Veterinary Medicine, Utrecht University, PO BOX 80163, 3508 TD Utrecht, The Netherlands.
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Stenfors-Hayes T, Hult H, Dahlgren LO. What does it mean to be a mentor in medical education? MEDICAL TEACHER 2011; 33:e423-e428. [PMID: 21774638 DOI: 10.3109/0142159x.2011.586746] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
BACKGROUND Mentor programmes are becoming increasingly common in undergraduate education. However, the meaning attached to being a mentor varies significantly. AIM The aim of this study is to explore how teachers in medical and dental education understand their role as mentors. METHOD Twenty mentors in two different mentor programmes for undergraduate medical and dental students were interviewed. The transcripts were analysed using a phenomenographic approach. RESULTS The findings comprise three qualitatively different ways of understanding what it means to be a mentor, which are described as: (1) a mentor is someone who can answer questions and give advice, (2) a mentor is someone who shares what it means to be a doctor/dentist, and (3) a mentor is someone who listens and stimulates reflection. The way the mentors understood their role also affected what they did as mentors, their relationships with their mentees and their perceived benefits as mentors. CONCLUSIONS Being a mentor can be perceived in qualitatively different ways also within the same mentor programme. This understanding affects the mentors' actions, their relationships with their mentees and their perceived benefits of being a mentor. Awareness of one's own understanding is important in improving practices and the findings of this study can be used by mentors, teachers and educational developers to facilitate improved effectiveness in mentor programmes, both for mentors and mentees.
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Fluit CRMG, Bolhuis S, Grol R, Laan R, Wensing M. Assessing the quality of clinical teachers: a systematic review of content and quality of questionnaires for assessing clinical teachers. J Gen Intern Med 2010; 25:1337-45. [PMID: 20703952 PMCID: PMC2988147 DOI: 10.1007/s11606-010-1458-y] [Citation(s) in RCA: 87] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/29/2009] [Revised: 02/22/2010] [Accepted: 07/02/2010] [Indexed: 11/25/2022]
Abstract
BACKGROUND Learning in a clinical environment differs from formal educational settings and provides specific challenges for clinicians who are teachers. Instruments that reflect these challenges are needed to identify the strengths and weaknesses of clinical teachers. OBJECTIVE To systematically review the content, validity, and aims of questionnaires used to assess clinical teachers. DATA SOURCES MEDLINE, EMBASE, PsycINFO and ERIC from 1976 up to March 2010. REVIEW METHODS The searches revealed 54 papers on 32 instruments. Data from these papers were documented by independent researchers, using a structured format that included content of the instrument, validation methods, aims of the instrument, and its setting. RESULTS Aspects covered by the instruments predominantly concerned the use of teaching strategies (included in 30 instruments), supporter role (29), role modeling (27), and feedback (26). Providing opportunities for clinical learning activities was included in 13 instruments. Most studies referred to literature on good clinical teaching, although they failed to provide a clear description of what constitutes a good clinical teacher. Instrument length varied from 1 to 58 items. Except for two instruments, all had to be completed by clerks/residents. Instruments served to provide formative feedback ( instruments) but were also used for resource allocation, promotion, and annual performance review (14 instruments). All but two studies reported on internal consistency and/or reliability; other aspects of validity were examined less frequently. CONCLUSIONS No instrument covered all relevant aspects of clinical teaching comprehensively. Validation of the instruments was often limited to assessment of internal consistency and reliability. Available instruments for assessing clinical teachers should be used carefully, especially for consequential decisions. There is a need for more valid comprehensive instruments.
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Affiliation(s)
- Cornelia R M G Fluit
- Department for Evaluation, Quality and Development of Medical Education, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands.
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Rice K, Zwarenstein M, Conn LG, Kenaszchuk C, Russell A, Reeves S. An intervention to improve interprofessional collaboration and communications: a comparative qualitative study. J Interprof Care 2010; 24:350-61. [PMID: 20540614 DOI: 10.3109/13561820903550713] [Citation(s) in RCA: 90] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Interprofessional communication and collaboration are promoted by policymakers as fundamental building blocks for improving patient safety and meeting the demands of increasingly complex care. This paper reports qualitative findings of an interprofessional intervention designed to improve communication and collaboration between different professions in general internal medicine (GIM) hospital wards in Canada. The intervention promoted self-introduction by role and profession to a collaborating colleague in relation to the shared patient, a question or communication regarding the patient, to be followed by an explicit request for feedback from the partner professional. Implementation and uptake of the intervention were evaluated using qualitative methods, including 90 hours of ethnographic observations and interviews collected in both intervention and comparison wards. Documentary data were also collected and analysed. Fieldnotes and interviews were transcribed and analysed thematically. Our findings suggested that the intervention did not produce the anticipated changes in communication and collaboration between health professionals, and allowed us to identify barriers to the implementation of effective collaboration interventions. Despite initially offering verbal support, senior physicians, nurses, and allied health professionals minimally explained the intervention to their junior colleagues and rarely role-modelled or reiterated support for it. Professional resistances as well as the fast paced, interruptive environment reduced opportunities or incentive to enhance restrictive interprofessional relationships. In a healthcare setting where face-to-face spontaneous interprofessional communication is not hostile but is rare and impersonal, the perceived benefits of improvement are insufficient to implement simple and potentially beneficial communication changes, in the face of habit, and absence of continued senior clinician and management support.
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Affiliation(s)
- Kathleen Rice
- Health Services Sciences, Sunnybrook Research Institute, Canada
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Cook V, Sharma A, Alstead E. Introduction to teaching for junior doctors 1: opportunities, challenges and good practice. Br J Hosp Med (Lond) 2009; 70:651-3. [DOI: 10.12968/hmed.2009.70.11.45058] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Vivien Cook
- Medical Education in the Centre for Medical Education, Barts and the London School of Medicine and Dentistry, London E1 4AD,
| | | | - Elspeth Alstead
- Department of Gastroenterology, Whipps Cross University Hospital, London
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Abstract
AIMS To assess the learning environment of New Zealand paediatric trainees, examine the factors influencing the trainee's perceptions of their learning environment and to assess the suitability of using the Postgraduate Hospital Education Environment Measure (PHEEM) in New Zealand. METHODS Paediatric trainees completed the PHEEM questionnaire and returned this anonymously by email. RESULTS Both basic and advanced trainees' perceptions of the environment were generally positive but significant concerns were identified. There were differences in perceptions of the learning environment between the basic and advanced trainees and between sites with more than six trainees compared with those with six or fewer trainees. The PHEEM is practical to use, showed good internal consistency and was acceptable to trainees. CONCLUSIONS Both basic and advanced trainees perceived the learning environment positively but significant concerns must be addressed. The advanced trainees perceived the overall learning environment and the teaching they receive more positively than basic trainees. Trainees at smaller hospitals perceived that their social supports were better than at larger hospitals. The PHEEM can be used to assess the paediatric training environment in New Zealand.
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Affiliation(s)
- Ralph Pinnock
- Paediatrician and Director Postgraduate Paediatric Training, Starship Children's Hospital, Auckland, New Zealand.
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Ashley P, Rhodes N, Sari-Kouzel H, Mukherjee A, Dornan T. 'They've all got to learn'. Medical students' learning from patients in ambulatory (outpatient and general practice) consultations. MEDICAL TEACHER 2009; 31:e24-31. [PMID: 19330660 DOI: 10.1080/01421590802464445] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
BACKGROUND The dynamics of effective teaching consultations need to be better understood. AIM Find from medical students, patients and doctors how to optimize learning in ambulatory consultations. METHODS Patients and students independently gave semi-structured exit interviews after 25 ambulatory teaching consultations during a clinical attachment set up experimentally to strengthen students' ambulatory learning. The results of an abbreviated grounded theory analysis were checked in three focus group discussions with teachers and students. RESULTS Patients and students identified strongly with one another and benefited from teaching consultations in parallel ways yet defaulted to passive roles. Patients deferred to professional expertise whilst students were uncertain what was expected of them, feared harming patients and feared being showed up as ignorant. The educational value of consultations was determined by doctors' ability to promote student-patient interaction. CONCLUSIONS In the most effective teaching consultations, doctors promoted a level of participation that realized patients' and students' mutual sense of responsibility by orientating them to one another, creating conditions for them to interact, promoting and regulating discourse, helping students to perform practical tasks and debriefing them afterwards. Those broad conclusions translate into 18 practical recommendations for supervising a medical student in an outpatient clinic or surgery.
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Martens MJC, Duvivier RJ, van Dalen J, Verwijnen GM, Scherpbier AJJA, van der Vleuten CPM. Student views on the effective teaching of physical examination skills: a qualitative study. MEDICAL EDUCATION 2009; 43:184-91. [PMID: 19161490 DOI: 10.1111/j.1365-2923.2008.03283.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
OBJECTIVES The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. METHODS We organised focus group discussions with students from Years 1-3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. RESULTS Students' opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers' attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: 'responding to students' questions'; 'not exposing students' weaknesses in front of the group', and '[not] putting students in an embarrassing position in skill demonstrations'. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. CONCLUSIONS The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a larger population and a study exploring teachers' views.
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Affiliation(s)
- Merel J C Martens
- Student Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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