scholarly journals 141 ‘The teaching academy’- the effect of a pilot teaching skills programme on student leadership and involvement in medical education

2020 ◽  
Author(s):  
M Irukulla ◽  
F Wong ◽  
A Patel ◽  
S Jain ◽  
D Huddart
Keyword(s):  
Medical Education ◽  
Student Leadership ◽  
Teaching Skills ◽  
Teaching Academy

scholarly journals Graduating With Honors in Resilience: Creating a Whole New Doctor

2020 ◽  
Vol 9 ◽  
pp. 216495612097635
Author(s):  
John Paul Mikhaiel ◽  
Jack Pollack ◽  
Emory Buck ◽  
Matt Williams ◽  
Aisha Lott ◽  
...  
Keyword(s):  
Medical Education ◽  
Emotional Intelligence ◽  
Medical Student ◽  
Leadership Development ◽  
Identity Formation ◽  
Medical Training ◽  
Student Leadership ◽  
Long Term Effects ◽  
Student Leadership Development ◽  
Executive Coaches

Background Although coaching programs have become a prominent piece of graduate medical education, they have yet to become an integral part of undergraduate medical education. A handful of medical schools have utilized longitudinal coaching experiences as a method for professional identity formation, developing emotional intelligence and leadership. Objective We developed A Whole New Doctor (AWND), a medical student leadership development and coaching program at Georgetown University, with the aim of fostering resilience, leadership, and emotional intelligence at the nascent stage of physician training. To our knowledge, ours is the only program that is largely student-managed and uses certified executive coaches in the medical student population. Methods Cohort 1 of AWND started in October 2016. For each cohort, we hold a kickoff workshop that is highly interactive, fast-paced and covers coaching, complex thinking, reflective writing, and a coaching panel for Q&A. Following the workshop, students work with coaches individually to address self-identified weaknesses, tensions, and areas of conflict. We believe the program’s student-driven nature provides a new structural approach to professional development and leadership programs, offering students a simultaneously reflective and growth-oriented opportunity to develop essential non-technical skills for physician leaders. Results Of the 132 students in the program, 107 have worked with one of our coaches (81%). Student testimonials have been uniformly positive with students remarking on an increased sense of presence, improvements in communication, and more specific direction in their careers. Conclusion Our pilot coaching program has received positive feedback from students early in their medical training. It will be important to further scale the program to reach an increasing number of students and quantitatively evaluate participants for the long-term effects of our interventions.

scholarly journals Microteaching in Medical Education

2014 ◽  
Vol 1 (2) ◽  
pp. 84
Author(s):  
Preeti Bajaj ◽  
Mrunal Suresh Patil ◽  
Balaji Almale
Keyword(s):  
Medical Education ◽  
Educational Technology ◽  
Teaching Skills ◽  
Good Teacher ◽  
Experienced Teacher ◽  
Teaching Techniques ◽  
New Faculty ◽  
The Individual ◽  
Teaching Learning ◽  
Medical Teachers

Medical teachers need training in pedagogic techniques in order to become better teachers. Despite the fact that our teaching techniques improve gradually over the years as we gain experience and also owing to continuous practice undertaken for different kinds of teaching learning situations; nevertheless educational technology has evolved ways and means for better development of teaching skills even at earlier stages by undertaking some methodical exercises, one of which is Microteaching. Microteaching, an innovative technique of teacher training, helps teachers to improve their teaching skills. It aims at development of competence in teaching skills through the practice of microteaching sessions1. In other words, it teaches teachers how to teach. This is especially important in cases of new faculty implying the budding teachers. Even an experienced teacher can benefit by this technique, particularly for learning some new skills1. The individual may be very sound in his/ her own subject but may not necessarily be a good teacher.

scholarly journals ‘Teaching the teachers' in psychiatry

2003 ◽  
Vol 9 (4) ◽  
pp. 308-315 ◽  
Author(s):  
Christopher A. Vassilas ◽  
Nicholas Brown ◽  
David Wall ◽  
Hester Womersley
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
House Officer ◽  
Teaching Skills ◽  
Senior House Officer ◽  
Guiding Principles ◽  
Set Up ◽  
The Uk

The teaching of medical skills to medical students and to other doctors is a skill in itself. The traditional ‘apprenticeship’ system of learning within medicine is now known to be inefficient and flawed, in both the UK and in other countries where it has been scrutinised. This article sets out guiding principles to help doctors set up ‘teaching the teachers' courses, which teach the skills of teaching. Psychiatrists at all grades, from senior house officer up to consultant, need some teaching skills, and the authors outline how to plan a course, determine the needs of potential learners and set its objectives and content. Guidance is given on some of the opportunities that are available to obtain formal qualifications in medical education.

scholarly journals Does Teacher Training Improve Medical Education?

2009 ◽  
Vol 91 (5) ◽  
pp. 180-182
Author(s):  
ML Costa ◽  
G Spence ◽  
N Rushton
Keyword(s):  
Medical Education ◽  
Teacher Training ◽  
Surgical Training ◽  
Teaching Skills ◽  
Next Generation ◽  
Training Programmes ◽  
The Uk ◽  
Retention Of Knowledge ◽  
Education Courses ◽  
And Training

Teaching the Teachers and Training the Trainers courses have now become a requirement of most surgical training programmes in the UK (see www.rcseng.ac.uk/education/courses/courses/training-the-trainers). Medical educationalists have spent many years developing the courses to improve the teaching skills of the next generation of orthopaedic surgeons. Have their efforts made a difference to medical education? The aim of this study was to assess the influence of teacher training upon the students' perception of their teaching and also upon their retention of knowledge in the field of orthopaedics and trauma.

Role modelling in medical education: the importance of teaching skills

2015 ◽  
Vol 13 (2) ◽  
pp. 134-137 ◽  
Author(s):  
Annette Burgess ◽  
Kim Oates ◽  
Kerry Goulston
Keyword(s):  
Medical Education ◽  
Teaching Skills ◽  
Role Modelling

scholarly journals 1115. A Longitudinal Medical Education Program for Infectious Diseases Fellows

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S588-S588
Author(s):  
Julie M Steinbrink ◽  
Charles Burns ◽  
Jessica L Seidelman ◽  
Eileen K Maziarz ◽  
Eileen K Maziarz ◽  
...  
Keyword(s):  
Medical Education ◽  
Infectious Diseases ◽  
Education Program ◽  
High Yield ◽  
First Year ◽  
Teaching Skills ◽  
Student Survey ◽  
Future Directions ◽  
Annual Survey ◽  
Medical Education Program

Abstract Background Many Infectious Diseases (ID) fellows express interest in the education of future learners, yet there is little opportunity to develop these skills during training. We designed an immersive program to develop the teaching skills of ID fellows. We report our initial experiences and plans for future directions. Methods ID fellows were recruited to participate in the program after their first year. Enrollees had no changes to their clinical/research requirements. Faculty provided initial guidance on teaching techniques and instructed fellows on how to create a curriculum for medical student ID clinical rotations. This curriculum consisted of weekly teaching sessions led by the fellows and formatted to the fellows’ discretion. Teaching session goals were to provide education on high-yield topics at an appropriate level and in a separate environment from where student grading would be assigned. Fellows received faculty feedback on their teaching in real-time by direct observation and learner feedback by anonymous student survey. An annual survey also assessed the fellows’ experiences. Outcomes of interest included an evaluation of baseline teaching skills, experience designing a curriculum, and confidence teaching over time. Results Since its inception in 2017, 7 fellows have participated in the program. Teaching sessions consisted of various formats: lecture, roundtable discussion, case-based, and remote virtual conferences. Education sessions were well-received by students (Figure 1). 86% of enrollees reported only occasional lecturing experience prior to fellowship and requested additional training in design of an educational course (Table 1). After participation in the program, 57% rated their experience as better than expected and 100% agreed that fellow-led sessions should remain part of the rotation. After involvement, 57% reported strong interest in a career involving medical education. Figure1 Table1 Conclusion We developed a structured, longitudinal medical education program dedicated to improving fellows’ skills as academic teaching physicians. Thus far, it has been well received by ID fellows and students. The program is ongoing and continues to adapt to the fellows’ and learners’ needs as determined by routine quantitative and qualitative assessments. Disclosures All Authors: No reported disclosures

scholarly journals A Novel Survey Tool to Assess Pulmonary and Critical Care Fellows' Attitudes Regarding Acquiring Teaching Skills During Fellowship Training

2013 ◽  
Vol 5 (3) ◽  
pp. 506-509 ◽  
Author(s):  
Jeremy B. Richards ◽  
Emer Kelly ◽  
Henry Fessler ◽  
David H. Roberts
Keyword(s):  
Medical Education ◽  
Critical Care ◽  
Psychometric Properties ◽  
Fellowship Training ◽  
Psychometric Validation ◽  
Teaching Skills ◽  
Survey Tool ◽  
Attitudes Toward Teaching ◽  
And Performance ◽  
Attending Physicians

Abstract Background Important components of fellowship training include learning teaching skills and career development. Pulmonary and critical care medicine (PCCM) fellows' opinions of the importance of developing teaching skills and interest in careers in medical education have not been previously described, and there are no tools to assess interest in acquiring teaching skills. Objective We describe the development and initial psychometric validation of a survey tool to assess trainees' attitudes toward and interest in acquiring teaching skills. Methods A survey tool to assess attitudes toward teaching and medical education skills was designed and psychometrically characterized. We then anonymously surveyed fellows in 1 PCCM program to assess their perceptions of and attitudes regarding acquiring teaching skills. Results The survey tool demonstrated acceptable psychometric properties. The survey showed that most fellows felt that acquiring teaching skills was “very important,” and nearly half reported being “interested” or “very interested” in pursuing careers as medical educators. However, fellows disagreed with the feedback they received from attending physicians with regard to their teaching abilities (10% disagreed with feedback at the beginning of the year, 36% disagreed at the end of the year; P  =  .03). Conclusions Our survey demonstrates acceptable psychometric properties and performance characteristics in a single-site study of PCCM fellows during 1 academic year. Fellows are interested in improving their teaching skills but do not know how to become better teachers. Added research in multiple settings should explore the generalizability of our findings.

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