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Kitto S, Danilovich N, Rowland P, Leslie K, Hendry P, Hodgson A, Fantaye A, Lochnan H. Teaching Observation as a Faculty Development Tool in Medical Education: A Scoping Review. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023:00005141-990000000-00090. [PMID: 37466351 DOI: 10.1097/ceh.0000000000000523] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/20/2023]
Abstract
INTRODUCTION Health professions education often includes teaching observation to inform faculty development (FD) and indirectly improve student performance. Although these FD approaches are well received by faculty, they remain underused and/or underreported, with limited opportunities to receive feedback in workplace contexts. The goal of our study was to map the depth and breadth of education literature on the use of observation of teaching as a tool of professional development in medical education. METHODS Following the methodology by Arksey and O'Malley, we conducted a scoping review and searched four databases for articles published in English (final searches in April 2022). RESULTS Of 2080 articles identified, 45 met the inclusion criteria. All observation activities were associated with one of the following FD approaches: peer observation of teaching (23 articles, 51%), peer coaching (12, 27%), peer review (9, 20%), and the critical friends approach (1, 2%). Thirty-three articles (73%) concerned formative versions of the observation model that took place in clinical settings (21, 47%), and they tended to be a voluntary (27, 60%), one-off (18, 40%), in-person intervention (29, 65%), characterized by limited institutional support (13, 29%). Both barriers and challenges of teaching observation were identified. DISCUSSION This review identified several challenges and shortcomings associated with teaching observation, such as inadequate methodological quality of research articles, inconsistent terminology, and limited understanding of the factors that promote long-term sustainability within FD programs. Practical strategies to consider when designing an FD program that incorporates teaching observation are outlined.
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Affiliation(s)
- Simon Kitto
- Dr. Kitto: Director of Research, Office of Continuing Professional Development and Professor, Department of Innovation in Medical Education, University of Ottawa, Ottawa, Ontario, Canada, and Professor of Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore. Dr. Danilovich: Research Associate, Office of Continuing Professional Development, University of Ottawa, Ottawa, Ontario, Canada. Dr. Rowland: Scientist, Post MD and Wilson Centre, University of Toronto, Strategic Advisor, Centre for Interprofessional Education, University of Toronto, and Assistant Professor, Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Ontario, Canada. Dr. Leslie: Professor of Paediatrics, University of Toronto, Staff Pediatrician, Division of Adolescent Medicine, The Hospital for Sick Children, Toronto, Ontario, Canada. Dr. Hendry: Vice-Dean of Continuing Professional Development and Professor of Surgery, Faculty of Medicine, University of Ottawa, and Cardiac Surgeon, University of Ottawa Heart Institute, Ottawa, Ontario, Canada. Ms. Hodgson: Health Sciences Librarian, University of Ottawa, Ottawa, Ontario, Canada. Mr. Fantaye: Research Associate, Office of Continuing Professional Development, University of Ottawa, Ottawa, Ontario, Canada. Dr. Lochnan: Assistant Dean, Office of Continuing Professional Development, Faculty of Medicine, University of Ottawa, Head, Division of Endocrinology and Metabolism, Professor, Department of Medicine, The Ottawa Hospital, Ottawa, Ontario, Canada
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Lee-Krueger RCW, Moreau K, Delva D, Eady K, Giroux CM, Archibald D. Fundamental Teaching Activities in Family Medicine Framework: Analysis of Awareness and Utilization. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:274-283. [PMID: 35180743 PMCID: PMC9722374 DOI: 10.1097/ceh.0000000000000414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
INTRODUCTION In 2015, the College of Family Physicians of Canada, in performing their commitment to supporting its members in their educational roles, created the Family Medicine Framework (FTA). It was designed to assist family medicine educators with an understanding of the core activities of educators: precepting, coaching, and teaching within or beyond clinical settings. Given that an examination of member awareness of FTA has not been previously undertaken, our primary objective was to conduct an evaluation on its utility and application. METHODS In partnership with College of Family Physicians of Canada Faculty Development Education Committee members, we used a practical participatory evaluation approach to conduct a two-phase mixed-methods evaluation of the FTA. We distributed an electronic survey in French and English languages to Canadian faculty development, program, and site directors in family medicine. We then conducted follow-up interviews with self-selected participants. RESULTS Of the target populations, 12/15 (80%) faculty development directors (FDDs), 12/18 (66.7%) program directors, and 34/174 (19.5%) site directors completed the electronic survey. Subsequently, 6 FDDs, 3 program directors, and 3 site directors completed an interview (n = 12). Findings indicate that awareness of the FTA was highest among FDDs. Facilitators who encourage teachers to use the FTA and barriers for low uptake were also identified. DISCUSSION This evaluation illuminated that varied levels of awareness of the FTA may contribute to the low uptake among education leaders. We also suggest future research to address possible barriers that hinder effective applications of the FTA in faculty development initiatives.
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Affiliation(s)
- Rachelle C. W. Lee-Krueger
- Mrs. Lee-Krueger: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Moreau: Associate Professor, Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Delva: Professor, Department of Family Medicine, Queens University, Kingston, Ontario, Canada. Dr. Eady: Senior Research Associate, Center for Research on Educational and Community Services, Faculties of Education and Social Sciences, University of Ottawa, Ottawa, Ontario, Canada. Dr. Giroux: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Archibald: Associate Professor, Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Katherine Moreau
- Mrs. Lee-Krueger: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Moreau: Associate Professor, Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Delva: Professor, Department of Family Medicine, Queens University, Kingston, Ontario, Canada. Dr. Eady: Senior Research Associate, Center for Research on Educational and Community Services, Faculties of Education and Social Sciences, University of Ottawa, Ottawa, Ontario, Canada. Dr. Giroux: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Archibald: Associate Professor, Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Dianne Delva
- Mrs. Lee-Krueger: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Moreau: Associate Professor, Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Delva: Professor, Department of Family Medicine, Queens University, Kingston, Ontario, Canada. Dr. Eady: Senior Research Associate, Center for Research on Educational and Community Services, Faculties of Education and Social Sciences, University of Ottawa, Ottawa, Ontario, Canada. Dr. Giroux: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Archibald: Associate Professor, Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Kaylee Eady
- Mrs. Lee-Krueger: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Moreau: Associate Professor, Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Delva: Professor, Department of Family Medicine, Queens University, Kingston, Ontario, Canada. Dr. Eady: Senior Research Associate, Center for Research on Educational and Community Services, Faculties of Education and Social Sciences, University of Ottawa, Ottawa, Ontario, Canada. Dr. Giroux: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Archibald: Associate Professor, Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Catherine M. Giroux
- Mrs. Lee-Krueger: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Moreau: Associate Professor, Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Delva: Professor, Department of Family Medicine, Queens University, Kingston, Ontario, Canada. Dr. Eady: Senior Research Associate, Center for Research on Educational and Community Services, Faculties of Education and Social Sciences, University of Ottawa, Ottawa, Ontario, Canada. Dr. Giroux: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Archibald: Associate Professor, Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Douglas Archibald
- Mrs. Lee-Krueger: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Moreau: Associate Professor, Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Delva: Professor, Department of Family Medicine, Queens University, Kingston, Ontario, Canada. Dr. Eady: Senior Research Associate, Center for Research on Educational and Community Services, Faculties of Education and Social Sciences, University of Ottawa, Ottawa, Ontario, Canada. Dr. Giroux: Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Archibald: Associate Professor, Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada
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Gagnon N, Bernier C, Houde S. How best can faculty development support teachers in clinical settings? Br J Hosp Med (Lond) 2022; 83:1-8. [DOI: 10.12968/hmed.2021.0671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Faculty development is key to ensuring quality clinical teaching, but standardising teaching practices in multiple settings is a challenge. This article presents an example of a 3-year faculty development programme for teaching clinical reasoning skills, implemented by the Faculty of Medicine and Health Sciences, University of Sherbrooke, Quebec, Canada for its faculty members at multiple teaching sites. A follow-up study 1–5 months after the final workshop, using a self-assessment questionnaire, indicates that almost half of the participants transferred some of their newly acquired knowledge into their teaching practices. This article discusses factors to consider when developing a faculty development culture, at both a programme and faculty level, to support quality teaching and learning.
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Affiliation(s)
- Nathalie Gagnon
- Department of Family Medicine and Emergency Medicine, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada
| | - Carolle Bernier
- Department of Family Medicine and Emergency Medicine, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada
| | - Sylvie Houde
- Centre de Pédagogie des Sciences de la Santé, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada
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Vanhanen A, Niemi-Murola L, Pöyhiä R. Twelve Years of Postgraduate Palliative Medicine Training in Finland: How International Guidelines Are Implemented. Palliat Med Rep 2021; 2:242-249. [PMID: 34927148 PMCID: PMC8675218 DOI: 10.1089/pmr.2021.0020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/06/2021] [Indexed: 11/12/2022] Open
Abstract
Background and Objective: The European Association for Palliative Care (EAPC) published recommendations for postgraduate education in palliative medicine in 2009. However, it is currently unknown how the EAPC remommendations are implemented in national programs, as audits of them are lacking. In Finland, the national society of palliative medicine has been organizing postgraduate palliative medicine training for experienced physicians since 2008, but the program has not been audited. The aim of this study was to perform a comprehensive analysis of the program. Design: In 2018-2019, a questionnaire on the Finnish Training Program for Palliative Medicine Competence was sent to past participants and delivered in person to current trainees. Learning outcomes were assessed with validated instruments for received skills and attitudes. All available educational archives were examined as well. Results: Forty-five (32 %) out of 155 specialists and 13 (38 %) out of 34 trainees responded. According to their assessments, the training provided them well with most skills required to work as palliative care specialists, but poorly with research capabilities. However, the Finnish program covers the EAPC guidelines well. Problem-based education, group work, and clinical excursions have been added to the latest curriculum. Maturation through work is needed for administrative and consultant competences. Conclusion: The EAPC guidelines can be included in a national course. The course had an important positive influence on the attitudes and learning of physicians in palliative medicine. The development of the education would benefit from pedagogical consultation. Uniform standards for auditing national programs should be developed.
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Affiliation(s)
| | - Leila Niemi-Murola
- Department of Anesthesiology and Intensive Care Medicine, University of Helsinki, Helsinki, Finland
| | - Reino Pöyhiä
- Department of Anesthesiology and Intensive Care Medicine, University of Helsinki, Helsinki, Finland
- Department of Oncology, University of Helsinki, Helsinki, Finland
- The Palliative Care Center, South Savo Social and Health Care Authority (Essote), Helsinki, Finland
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Silva JAMD, Viana da Costa M, Mininel VA, Rossit RAS, Xyrichis A. The effectiveness of faculty development activities for interprofessional education : A systematic review protocol. J Interprof Care 2021; 36:630-633. [PMID: 34139946 DOI: 10.1080/13561820.2021.1929105] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Despite increasing international demand for interprofessional education (IPE) in health care, there remains limited understanding of the kind of faculty development (FD) activities needed. This paper reports on a protocol for a systematic review to answer the question: What are the available FD activities for IPE facilitators, and which are more effective? The review aims to identify principles and methods to develop competent facilitators in IPE and to identify the implications and effects of FD for IPE concerning individuals, organizations, education, and health practice. Literature was identified through systematic searches in the electronic databases: MEDLINE (Ovid), Embase (Ovid), Eric (EBSCO), CINAHL (EBSCO), Scopus, and Web of Science. There will be no restrictions on language or publication period. Screening of potential studies will be completed independently by at least two reviewers. The research quality of studies will be assessed for methodological rigor using established instruments based on the Critical Appraisal Skills Programme. Search results will be summarized using the PRISMA flow diagram. The proposed review seeks to provide clarity on the evidence base of FD for IPE facilitators, to strengthen future design and delivery of FD activities, and to enable ongoing success of this educational model.
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Affiliation(s)
- Jaqueline Alcantara Marcelino Dda Silva
- Department of Nursing, Federal University of São Carlos, São Carlos, Brazil.,Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, London, UK
| | - Marcelo Viana da Costa
- Multicamp School of Medical Sciences, Federal University of Rio Grande Do Norte, Rio Grande Do Norte, Brazil
| | | | | | - Andreas Xyrichis
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, London, UK
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Snelgrove H, Gabbott B. Critical analysis of evidence about the impacts on surgical teams of 'mental practice' in systematic reviews: a systematic rapid evidence assessment (SREA). BMC MEDICAL EDUCATION 2020; 20:221. [PMID: 32664909 PMCID: PMC7362567 DOI: 10.1186/s12909-020-02131-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/28/2019] [Accepted: 06/29/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Mental Rehearsal (MR) the cognitive act of simulating a task in our heads to pre-experience events imaginatively. It has been used widely to improve individual and collective performance in fields outside healthcare and offers potential for more efficient training in time pressured surgical and medical team contexts. The study aims to review the current systematic review literature to determine the impact of MP on surgical performance and learning. METHODS Medline, Embase, British Educational Index, CINAHL, Web of Science PsycINFO, Cochrane databased were searched in the period 1994-2018. The primary outcomes measure were performance improvements in surgical technical skills, stress reduction, confidence and team performance. Study quality of the Systematic Reviews was assessed using AMSTAR 2, a critical appraisal tool for systematic reviews. The reported impacts of MP in all included studies were mapped onto Kirkpatrick's framework for the evaluation of educational interventions. RESULTS Six Systematic reviews were identified which met the inclusion criteria, of which all reported positive and varying benefits of MP on surgical performance, confidence, and coping strategies. However, reported impacts on a modified Kirkpatrick's framework did not exceed level 3. Mental practice was described in terms of mental imagery and mental rehearsal with most authors using each of the terms in their search strategies. The impacts on transfer to practice and the long- term acquisition of skills, but also personal uptake of mental practice routines were not reported. CONCLUSION The majority of studies demonstrate benefits of MP for technical performance. Overall the systematic reviews were of medium to high quality. However, studies lacked a sufficiently articulated evaluation methodology to examine impacts beyond the immediate experimentations. This is also due to the limitations found in the primary studies. Future research should look at longitudinal mixed method evaluation designs and focus on real clinical teams.
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Affiliation(s)
- Huon Snelgrove
- Department of Education and Development - GAPS Simulation & Skills Centre, St George’s University Hospitals NHS Foundation Trust, London, UK
| | - Ben Gabbott
- Ben Gabbott Trauma and Orthopaedic Department, St George’s University Hospitals NHS Foundation Trust, London, UK
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