scholarly journals A Curriculum for Enhancing Physician Teaching Skills: The Value of Physician-Educator Partnerships

2021 ◽  
Vol 8 ◽  
pp. 238212052110320
Author(s):  
Mara M Hoffert ◽  
Karla D Passalacqua ◽  
Alexis Haftka-George ◽  
Odaliz Abreu Lanfranco ◽  
Robert A Martin
Keyword(s):  
Clinical Teaching ◽  
Cultural Humility ◽  
Teaching Skills ◽  
Instructional Designers ◽  
Successful Implementation ◽  
Central Feature ◽  
Learning Approaches ◽  
Clinical Environment ◽  
Teaching Behaviors ◽  
Training Outcomes

Developing as a physician requires an enormous amount of complex training, and quality of instruction greatly affects training outcomes. But while physicians are expected to teach trainees within the clinic, they often do not receive formal training in effective instructional practices. Providing faculty development programs is one way that institutions can help physicians develop teaching skills, but these programs often are developed without the input of educational specialists and not based in educational theory. In this methodology paper, we describe a 5-module curriculum that was developed in a cross-disciplinary collaboration between instructional designers and physician faculty. By merging educational and medical expertise and using adult learning theory with the Charlotte-Danielson educational framework, an essentials for clinical teaching educational endorsement program (ECTEEP) was created as a feature of the institutional curriculum within a large, urban teaching hospital. Here we describe how the program was developed through a physician-educator partnership, outline the program’s key content, and highlight essential aspects of successful implementation. The ECTEEP incorporates active learning approaches within an abbreviated format, distilling 5 critical aspects of effective teaching that are relevant to the clinical environment: cultural humility and safe learning environments, instruction practices for engaging learners, instruction and assessment strategies, receiving and giving feedback, and mentorship and coaching. A central feature of the program is that facilitators actively model the teaching behaviors they are conveying, which underscores the critical importance of facilitator preparation and skill. Our curriculum is offered here as a basic template for institutions that may want to establish a program for enhancing physician teaching skill.

scholarly journals Clinical Teaching: Sixty Tips for Successful Implementation

2020 ◽  
Author(s):  
Haitham Mohamed El Bingawi ◽  
Ali Alghamdi
Keyword(s):  
Medical Students ◽  
Clinical Supervision ◽  
Clinical Teaching ◽  
Successful Implementation ◽  
Teaching Environment ◽  
Training Outcomes ◽  
Good Preparation

A good preparation of clinical teaching which is followed by systematic implementation will result in better training outcomes. In this short descriptive paper, we provide 60 tips to everyone who conducts clinical supervision or teaching to medical students in the ward. These tips highlight the roles and characteristics of (1) clinical tutors, (2) students, (3) clinical teaching environment and (4) patients. They serve as a mini guide.

scholarly journals The Importance of Theory to Inform Practice – Theorizing the Current Trends of Clinical Teaching: A Narrative Review

2020 ◽  
Author(s):  
Ahmad AbdulAzeem Abdullah Omer
Keyword(s):  
Identity Formation ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Learning Theories ◽  
Learning Approaches ◽  
Clinical Expertise ◽  
Clinical Environment ◽  
Clinical Context ◽  
Healthcare Provision

Clinical teaching lies at the heart of physicians’ training; however, it is often opportunistic, haphazard, and lacks a theoretical foundation. Medical education is a profession that requires robust scientific methods and an evidence-based approach driven by accountability and patient safety concerns in the healthcare provision nowadays. Learning theories are increasingly applied in the realm of medicine with implications to the quality of teaching and learning in the clinical environment and the professional growth of medical graduates. These theories elucidate the basic tenets ambient to the intricate process of learning and answer some basic questions of how people learn. Educational theories provide a myriad of benefits to the teaching and learning approaches in the clinical environment. It arms teachers with a repertoire of educational tools and sets out principles to justify their use and predict the conditions under which they may likely work. It enables clinicians to design their teaching based on well-developed objectives and robust methods for their evaluation. As such, learners’ capacity to achieve clinical competence is enhanced and their identity formation and other essential attributes of clinical expertise are potentiated. However, it has been reported that learning theories are neither well-articulated in clinical teaching nor educators and clinicians are formally trained on their application in the clinical context. Continuous professional development and faculty training about learning theories are essential to lift their capability to teach effectively in the clinical environment. This article revisited the main learning theories and discusses their application to enhance teaching and learning in the clinical context.  Key words: clinical teaching, educational perspectives, learning theories

scholarly journals Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician

2016 ◽  
Vol 3 ◽  
pp. JMECD.S40798 ◽  
Author(s):  
Julie B. Damp ◽  
Charlene M. Dewey ◽  
Quinn Wells ◽  
Leora Horn ◽  
Susan F. Kroop ◽  
...  
Keyword(s):  
Faculty Development ◽  
Clinical Teaching ◽  
Development Program ◽  
Teaching Skills ◽  
Faculty Development Program ◽  
Teaching Behaviors ◽  
Self Assessment ◽  
Barriers To Participation ◽  
Participant Satisfaction ◽  
Faculty Teaching

Introduction The authors developed and evaluated a faculty development program on clinical teaching skills to address barriers to participation and to impact teaching behaviors. Methods Four one-hour workshops were implemented over five months. Evaluation included participant satisfaction and pre/post self-assessment. Pre/post faculty teaching ratings by trainees were compared. Results A total of 82% of faculty ( N = 41) attended. Participants rated workshops highly (mean, 4.43/5.00). Self-assessment of skills and comfort with teaching activities improved. A total of 59% of residents and 40% of fellows felt that teaching received from participating faculty was highly effective. The majority observed targeted teaching behaviors by the faculty. Teaching ratings improved after the workshops ( P = 0.042). Conclusion Our series of short workshops during a standing conference time was associated with increased self-assessed skill and comfort and an increase in faculty ratings on teaching evaluations. Effective faculty development programs can be implemented in flexible formats and overcome common barriers to participation.

scholarly journals A Pilot Study of the Creation and Implementation of a Teaching Development Assessment Tool

2015 ◽  
Vol 7 (4) ◽  
pp. 638-642
Author(s):  
Jennifer K. O'Toole ◽  
Melissa D. Klein ◽  
Daniel McLinden ◽  
Heidi Sucharew ◽  
Thomas G. DeWitt
Keyword(s):  
Clinical Teaching ◽  
Assessment Tool ◽  
Skill Assessment ◽  
Teaching Skills ◽  
Teaching Behaviors ◽  
Clinical Teachers ◽  
Teaching Development ◽  
Reliable Assessment ◽  
Development Assessment ◽  
Attending Physicians

ABSTRACT Background The importance of effective clinical teaching skills is well established in the literature. However, reliable tools with validity evidence that are able to measure the development of these skills and can effectively be used by nonphysician raters do not exist. Objective Our initiative had 2 aims: (1) to develop a teaching development assessment tool (TDAT) that allows skill assessment along a continuum, and (2) to determine if trained nonphysicians can assess clinical teachers with this tool. Methods We describe the development of the TDAT, including identification of 6 global teaching domains and observable teaching behaviors along a 3-level continuum (novice/beginner, competent/proficient, expert) and an iterative revision process involving local and national content experts. The TDAT was studied with attending physicians during inpatient rounds with trained physician and nonphysician observers over 6 months. Results The TDAT showed emerging evidence of content, construct, and viable validity (the degree to which an assessment tool is practical, affordable, suitable, evaluable, and helpful in the real world) for the evaluation of attending physicians on inpatient rounds. Moderate to near perfect interrater reliability was seen between physician and nonphysician raters for the domains of promotion of clinical reasoning, control of the learning environment, ability to teach to multiple levels of learners, and provision of feedback. Conclusions The TDAT holds potential as a valid and reliable assessment tool for clinical teachers to track the development of each individual's teaching skills along the continuum from early development to mastery.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

Developing and Validating Standards for Clinical Teaching Skills

2019 ◽  
Vol 10 (2) ◽  
pp. 294-306
Author(s):  
Taghreed Hussien ◽  
Mona. M. Shazly, ◽  
Rabab. M. Hassan
Keyword(s):  
Clinical Teaching ◽  
Teaching Skills

scholarly journals Supervisi Akademik Sebagai Upaya Untuk Meningkatkan Kinerja Guru Pendidikan Agama Islam Dan Budi Pekerti (PAIBP) Sekolah Dasar Di Kota Binjai

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Ikhsanti Hannum
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Quantitative Data ◽  
Teacher Performance ◽  
Teaching Skills ◽  
Research Approach ◽  
Successful Implementation ◽  
Analysis Techniques ◽  
Action Research Approach ◽  
Data Collection And Analysis

This paper describes enhancement in teacher performance in implementing the learning process, after academic supervision is carried out. Transformation in the form of attendance, fulfillment of work tools, time discipline, use of media, and teaching skills are indicators of this. The method used for research is qualitative with quantitative data collection and analysis techniques, and Classroom Action Research approach. The number of teachers used as a sample was 20 people, and the results obtained showed that after the research was carried out in cycle I and cycle II, a total of 85% sampled for 10 aspects of the assessment increased their performance. This data shows the achievement of the successful implementation of supervisory academic supervision of PAIBP teachers.

What Preservice Physical Educators Observe about Lessons in Progressive Field Experiences

1988 ◽  
Vol 7 (4) ◽  
pp. 311-326 ◽  
Author(s):  
David E. Belka
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
Effective Instruction ◽  
Physical Educators ◽  
Teaching Skills ◽  
Student Behaviors ◽  
Teaching Behaviors ◽  
Current Field ◽  
Undergraduate Teacher Education ◽  
Critical Interest

How undergraduate teacher education recruits learn to observe and interpret effective teaching is of critical interest in understanding effects of formal preservice programs. In this study, 45 TEPE recruits from each of the 4 undergraduate years observed and interpreted a videotaped soccer skill lesson, described the important parts of the lesson and recommended changes for the lesson. As a function of time in the program, recruits interpreted the observed lesson more congruently with program goals and tended to reflect the targeted teaching skills in the current field experience. Differences were evident in the quality and clarity of the responses as the subjects matriculated the teacher education program in physical education. There were, however, few discernible interpretation differences between year 3 and year 4 subjects. In describing effective instruction, recruits generally focused on teaching behaviors, with somewhat less emphasis on content, and even less focus on student behaviors.

Yesterday a Learner, Today a Teacher Too: Residents as Teachers in 2000

PEDIATRICS ◽  
2000 ◽  
Vol 105 (Supplement_2) ◽  
pp. 238-241
Author(s):  
Elizabeth H. Morrison ◽  
Janet Palmer Hafler
Keyword(s):  
Medical Students ◽  
Rating Scales ◽  
Clinical Teaching ◽  
Teaching Skills ◽  
Learning Needs ◽  
Educational Benefits ◽  
Medical Centers ◽  
Resident Physicians ◽  
Academic Medical ◽  
Rigorous Research

Resident physicians spend numerous hours every week teaching medical students and fellow residents, and only rarely are they taught how to teach. They can, however, be taught to teach more effectively. Teaching skills improvement initiatives for residents are taking a more prominent place in the educational literature. Limited evidence now suggests that better resident teachers mean better academic performance by learners. A small but important body of research supports selected interventions designed to improve residents' teaching skills, but not all studies have demonstrated significant educational benefits for learners. An increasing number of valid and reliable instruments are available to assess residents' clinical teaching, including objective structured teaching examinations and rating scales. In all specialties, rigorous research in evidence-based teacher training for residents will help prepare academic medical centers to meet the diverse and changing learning needs of today's physicians-in-training.resident physicians, medical students, fellow residents, teaching, graduate medical education.

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