scholarly journals Clinical Teaching Improves with Resident Evaluation and Feedback

2010 ◽  
Vol 113 (3) ◽  
pp. 693-703 ◽  
Author(s):  
Keith Baker
Keyword(s):  
Clinical Teaching ◽  
Substantial Improvement ◽  
Faculty Members ◽  
Clinical Teachers ◽  
Program Evaluations ◽  
Score Inflation ◽  
Best Teachers ◽  
Entire Faculty ◽  
Over Time ◽  
Narrative Comments

Background The literature is mixed on whether evaluation and feedback to clinical teachers improves clinical teaching. This study sought to determine whether resident-provided numerical evaluation and written feedback to clinical teachers improved clinical teaching scores. Methods Anesthesia residents anonymously provided numerical scores and narrative comments to faculty members who provided clinical teaching. Residents returned 19,306 evaluations between December 2000 and May 2006. Faculty members received a quantitative summary report and all narrative comments every 6 months. Residents also filled out annual residency program evaluations in which they listed the best and worst teachers in the department. Results The average teaching score for the entire faculty rose over time and reached a plateau with a time constant of approximately 1 yr. At first, individual faculty members had average teaching scores that were numerically diverse. Over time, the average scores became more homogeneous. Faculty members ranked highest by teaching scores were also most frequently named as the best teachers. Faculty members ranked lowest by teaching scores were most frequently named as the worst teachers. Analysis of ranks, differential improvement in scores, and a decrease in score diversity effectively ruled out simple score inflation as the cause for increased scores. An increase in teaching scores was most likely due to improved teaching. Conclusions A combination of evaluation and feedback, including comments on areas for improvement, was related to a substantial improvement in teaching scores. Clinical teachers are able to improve by using feedback from residents.

scholarly journals Comparing Faculty Development Needs of Basic Sciences and Clinical Teachers During Major Curricular Reform at Prince Sattam Bin Abdulaziz Medical College in Saudi Arabia

2021 ◽  
Vol 13 (1) ◽  
pp. 31-41
Author(s):  
Amira Farghaly
Keyword(s):  
Faculty Development ◽  
Online Survey ◽  
Course Design ◽  
Clinical Teaching ◽  
Faculty Members ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Medical Teacher ◽  
Clinical Teachers ◽  
Medical Educators

The required competencies of the medical graduates are changing, and by turn those of medical educators are changing as well. The aim of this study was to compare the faculty development (FD) needs of basic sciences and clinical teachers at the College of Medicine, Prince Sattam Bin Abdulaziz University during reforming of the curriculum to an integrated student-centred curriculum. This study is a descriptive cross-sectional study that included an online survey for faculty members to assess their FD needs and priorities. The survey questionnaire included questions about the experience of faculty members in teaching in integrated curricula, motivators to share in FD activities, preferred formats of FD activities, self-perceived competencies and needs in different areas of medical education, and selfperceived current commitment to the 12 roles of medical educators. Comparison between the basic sciences and the clinical teachers’ perceived competencies, priorities and commitment to the roles of the medical teacher took place. Mann-Whitney U test was used to compare means. The results of the study showed that the highest self-perceived competencies of faculty members were in lecturing (mean = 4.25±0.99) and constructing multiple choice questions (mean = 4.25±0.92). Statistically significant differences were present between basic sciences and clinical teachers in designing integrated courses (p = 0.02) and clinical teaching (p = 0.03). Significant differences were also present in the perceived importance of certain topics in FD programmes, such as course design, blueprinting and simulation. The study concluded that there are differences between basic medical sciences and clinical teachers in the learning needs and the competencies, which should be taken into consideration during planning for FD activities.

EDUCATION

PEDIATRICS ◽  
1956 ◽  
Vol 18 (2) ◽  
pp. 301-303
Author(s):  
Tyree C. Wyatt ◽  
William D. Alsever
Keyword(s):  
New York ◽  
Clinical Teaching ◽  
State University ◽  
Basic Sciences ◽  
Pediatric Pathology ◽  
Large Measure ◽  
Clinical Teachers ◽  
Actual Patient ◽  
Clinical Clerkships ◽  
Science Training

THIS is a report of the plan for teaching basic pediatric pathology in connection with ward teaching during clinical clerkships, which has been in use for several years in the Pediatric Department of the State University of New York at Syracuse. Its success as one of the most practical ways of drawing the preclinical basic sciences closer to actual patient care may be of interest to teachers, either in pathology or on the wards, who feel that there is still too wide a gap between the preclinical years and the clinical teaching years. This problem has been one of long recognition and concern, varying in degree and intensity in different settings dependent in a large measure on the background in basic science training and experience of the clinical teachers.

scholarly journals Assessing and Documenting the Cognitive Performance of Family Medicine Residents Practicing Outpatient Medicine

2014 ◽  
Vol 6 (3) ◽  
pp. 526-531 ◽  
Author(s):  
Allen F. Shaughnessy ◽  
Katherine T. Chang ◽  
Jennifer Sparks ◽  
Molly Cohen-Osher ◽  
Joseph Gravel
Keyword(s):  
Family Medicine ◽  
Cognitive Performance ◽  
Cognitive Skills ◽  
Medical Knowledge ◽  
Time Consistency ◽  
Faculty Members ◽  
Knowledge Domain ◽  
Ambulatory Medicine ◽  
The Individual ◽  
Over Time

Abstract Background Development of cognitive skills for competent medical practice is a goal of residency education. Cognitive skills must be developed for many different clinical situations. Innovation We developed the Resident Cognitive Skills Documentation (CogDoc) as a method for capturing faculty members' real-time assessment of residents' cognitive performance while they precepted them in a family medicine office. The tool captures 3 dimensions of cognitive skills: medical knowledge, understanding, and its application. This article describes CogDoc development, our experience with its use, and its reliability and feasibility. Methods After development and pilot-testing, we introduced the CogDoc at a single training site, collecting all completed forms for 14 months to determine completion rate, competence development over time, consistency among preceptors, and resident use of the data. Results Thirty-eight faculty members completed 5021 CogDoc forms, documenting 29% of all patient visits by 33 residents. Competency was documented in all entrustable professional activities. Competence was statistically different among residents of different years of training for all 3 dimensions and progressively increased within all residency classes over time. Reliability scores were high: 0.9204 for the medical knowledge domain, 0.9405 for understanding, and 0.9414 for application. Almost every resident reported accessing the individual forms or summaries documenting their performance. Conclusions The CogDoc approach allows for ongoing assessment and documentation of resident competence, and, when compiled over time, depicts a comprehensive assessment of residents' cognitive development and ability to make decisions in ambulatory medicine. This approach meets criteria for an acceptable tool for assessing cognitive skills.

NEWS AND ANNOUNCEMENTS

PEDIATRICS ◽  
1970 ◽  
Vol 46 (4) ◽  
pp. 653-658
Keyword(s):  
Clinical Teaching ◽  
Medical Science ◽  
Faculty Members ◽  
University Of Pennsylvania ◽  
Full Time ◽  
Physical Medicine ◽  
Basic Sciences ◽  
Senior Faculty ◽  
School Of Medicine ◽  
Basic Medical

MEDICAL SCIENCE COURSE: University of Pennsylvania School of Medicine announces a correlated basic medical science course for the fall of 1970. The program, of one semester duration designed to provide a background in the basic sciences, lasts 15 weeks and includes 3 hours per day of formal teaching by senior faculty members and 4 hours per day of clinical teaching by discipline (medicmne, surgery, physical medicine, pediatrics, cardiology, gastroenterology, and dermatology.) This course affords a unique opportunity to participate in an informative and stimulating full time, full semester program directed to the clinical correlation of the basic sciences in a medical practice setting.

The quality of internet information on psychosis treatment for Australian people (Preprint)

2021 ◽  
Author(s):  
Kay Wilhelm ◽  
Tonelle Handley ◽  
Catherine McHugh McHugh ◽  
David Lowenstein ◽  
Kristy Arrold
Keyword(s):  
Review Process ◽  
Substantial Improvement ◽  
Website Quality ◽  
Related Information ◽  
Internet Information ◽  
Editorial Review ◽  
Assess Quality ◽  
Available Information ◽  
Over Time

BACKGROUND The internet is increasingly seen as an important source of health information for consumers and their families. Accessing information related to their illness and treatment enables consumers to more confidently discuss their health and treatments with their doctors, but the abundance of readily available information also means can be confusing in terms of how reliable the information to enable consumers, families and clinicians to participate in the decision-making process of their care. OBJECTIVE The current study aimed to rate the quality of websites with psychosis-related information (using a validated instrument (DISCERN) and purpose-developed Psychosis Website Quality Checklist (PWQC) to assess quality over time and aid professionals in directing consumers to the best available information. METHODS Entering search terms ‘psychotic’, ‘psychosis’, ‘schizophrenia’, ‘delusion’, ‘hallucination’ into the search engine Google (www.google.com.au) provided 25 websites evaluated by DISCERN and PWQC at two time points, January-March 2014, and January-March 2018, by three diverse health professionals. RESULTS Only the six highest ranked achieved DISCERN scores indicating “good” quality. The overall mean scores of websites were 43.96 (SD=12.08) indicating “fair” quality. PWQC ratings were high on “availability and usability” but poor on “credibility,” “currency,” and “breadth and accuracy”, with no substantial improvement quality over time. Having an editorial/ review process (56% of websites) was significantly associated with higher quality scores on both scales. CONCLUSIONS The quality of available information was ‘fair’ and had not significantly improved over time. While higher-quality websites exist, there is no easy way to assess this on face value. Having a readily identifiable editorial/review process was one indicator of website quality. CLINICALTRIAL Not applicable

scholarly journals Clinical teachers’ motivations for feedback provision in busy emergency departments: a multicentre qualitative study

2020 ◽  
pp. emermed-2019-208908
Author(s):  
Chung-Hsien Chaou ◽  
Shiuan-Ruey Yu ◽  
Roy Yi Ling Ngerng ◽  
Lynn Valerie Monrouxe ◽  
Li-Chun Chang ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Emergency Departments ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Structured Interview ◽  
Clinical Settings ◽  
Clinical Teachers ◽  
Protected Time ◽  
Assessment Feedback ◽  
Clinical Feedback

BackgroundFeedback is an effective pedagogical tool in clinical teaching and learning, but the actual perception by learners of clinical feedback is often described as unsatisfactory. Unlike assessment feedback or teaching sessions, which often happen within protected time and space, clinical feedback is influenced by numerous clinical factors. Little is known about clinical teachers’ motivations to provide feedback in busy clinical settings. We aimed to investigate the motivations behind feedback being given in emergency departments (EDs).MethodsA qualitative analysis of semi-structured interview data was conducted between August 2015 and June 2016. Eighteen attending physicians were purposively sampled from three teaching hospital EDs in Taiwan. Data were thematically analysed, both inductively (from the data) and deductively (using self-determination theory (SDT)). Themes were mapped to the different motivation types identified by the SDT.Results and discussionDespite working in busy clinical settings, Taiwanese ED clinical teachers reported being motivated to provide feedback when they felt responsible for their learners, when they understood the importance of feedback (patient safety and partner building), or simply because they were committed to following a tradition of passing on their clinical knowledge to their juniors. Suggestions to facilitate the internalisation of external motivations are proposed.ConclusionsIn this qualitative study, motivations for clinical feedback were identified. Although the motivations are mostly extrinsic, the elicitation of internal motivation is possible once true satisfaction is fostered during the feedback-giving process. This understanding can be used to develop interventions to enable clinical feedback to be provided in a sustained manner.

Building Faculty SoTL Skills Through a Multi- and Interdisciplinary Writing Community of Practice

2020 ◽  
pp. 78-95
Author(s):  
Sandra Sgoutas-Emch ◽  
Judith Liu ◽  
Moriah Meyskens ◽  
Tara Ceranic Salinas ◽  
Jane Friedman ◽  
...  
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Strategic Plan ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Educational Excellence ◽  
Writing Community ◽  
Over Time

Cultivating a community of faculty to support Scholarship of Teaching and Learning (SoTL) work at universities can be challenging. There are many obstacles to overcome—obstacles such as how to sustain such efforts over time. The Center for Educational Excellence set out to design a strategic plan designed to address certain barriers to SoTL work and to create a long-standing community of practice for a SoTL group of faculty members—a group that has lasted over nine years to date. This chapter outlines strategies employed over the years and the evolution of the interdisciplinary group from a learning community to community of practice. The stories of past and present members are included along with advice on how others may have successful programs at their universities.

Docendo discimus: Forwarding Seeing the Patient as a Person to the Future Generation of Physicians

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
J T V Greenbrook ◽  
M Ioannou
Keyword(s):  
Clinical Teaching ◽  
Future Generation ◽  
Hippocratic Oath ◽  
Human Dimensions ◽  
University Hospitals ◽  
Structured Interviews ◽  
Ethical Perspective ◽  
Reciprocal Effect ◽  
Clinical Teachers ◽  
Core Components

Abstract Background Forwarding the finest traditions of a calling, and upholding core components of the Hippocratic Oath, requires forwarding seeing each patient as a unique and autonomous person to future generations of physicians. Whilst clinical teaching is paramount in fostering this ethical perspective in applied contexts, limited empirical research has addressed how and why clinical teachers forward seeing the patient as a person in teaching. The present study endeavored to address this gap. Methods Qualitative semi-structured interviews were conducted with 17 randomly sampled clinical teachers, from two major university hospitals in Sweden. Data was analyzed through the phenomenological method. Results Two themes emerged: (1) Forwarding seeing the patient as a person by conveying the perspective, including the categories highlighting practical benefits in context, displaying humility and rendering the abstract salient, awareness of clinical teachers' impact on pathway development, and protecting core Hippocratic values in medical education; and (2) the need for active engagement in fostering the perspective, including the categories observing own development on a continuum, requiring constant reminders in applied contexts, finding inspiration through interaction, and the need for dedication and resolve. Conclusions Emblematic of the Latin proverb docendo discimus [by teaching, we learn], exemplifying the Hippocratic Oath in applied contexts further fueled and fostered the clinical teacher's own ethical perspective. This observed process accents how focus in teaching is contingent on, and promoting of, clinical teachers' own development and further engagement with the human dimensions of care. Cumulatively, past and present exemplars shape clinical teachers' professional identity and ability to engage with seeing the patient as a person, in turn enhancing the dedication needed to lead by example and revive the core components of the Hippocratic Oath in clinical teaching. Key messages Forwarding seeing the patient as a person in teaching is contingent on, and promoting of, clinical teachers’ own development and further engagement with the human dimensions of care. “Docendo discimus [By teaching, we learn]” – The reciprocal effect of fostering the ethical perspective in teaching requires seeking exemplars, to serve both as reminders and sources of inspiration.

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