Developing and Validating Standards for Clinical Teaching Skills

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.

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

PEDIATRICS ◽

10.1542/peds.105.s2.238 ◽

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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Training residents in clinical teaching skills: a resident-managed program

Medical Teacher ◽

10.3109/01421599009006635 ◽

1990 ◽

Vol 12 (3-4) ◽

pp. 305-309 ◽

Cited By ~ 16

Author(s):

Robert G. Bing-You ◽

Larrie W. Greenberg

Keyword(s):

Clinical Teaching ◽

Teaching Skills

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The effect of a clinical teaching retreat on residentsʼ teaching skills

Academic Medicine ◽

10.1097/00001888-199405000-00060 ◽

1994 ◽

Vol 69 (5) ◽

pp. 433-4 ◽

Cited By ~ 27

Author(s):

D K Litzelman ◽

G A Stratos ◽

K M Skeff

Keyword(s):

Clinical Teaching ◽

Teaching Skills

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TRAINED NURSE PRECEPTORSâ€™ PERCEPTIONS OF A PRECEPTORSHIP TRAINING PROGRAMME OFFERED BY A UNIVERSITY IN THE WESTERN CAPE

Africa Journal of Nursing and Midwifery ◽

10.25159/2520-5293/29 ◽

2015 ◽

Vol 16 (2) ◽

pp. 16-29

Author(s):

June Deanna Jeggels ◽

A Traut ◽

F Africa

Keyword(s):

Clinical Teaching ◽

Training Programme ◽

Public Hospitals ◽

Teaching Skills ◽

Self Awareness ◽

Western Cape ◽

Collaborative Project ◽

District Hospitals ◽

Professional Nurses ◽

Trained Nurse

The School of Nursing at the University of the Western Cape (UWC) and the Directorate of Nursing Services in the Western Cape Department of Health undertook a collaborative project to strengthen the clinical teaching skills of professional nurses in the province. A preceptorship training programme was developed by the school and professional nurses from public hospitals and higher education institutions attended the training. It was, however, unclear whether they perceived a change in clinical teaching skills following the training. The purpose of this research was to explore the trained nurse preceptorsâ€™ perceptions of the preceptorship training programme offered by UWC. The objectives were to compile a profile of the participants and to describe their perceived changes in knowledge, skills and attitudes as a result of the training. A qualitative approach was used to carry out an exploratory, descriptive and contextual study. An abstraction tool was used to compile profiles of the participants from records. Purposive sampling was used to select participants from tertiary, regional and district hospitals for three focus group discussions. The data showed that the 80 trained preceptors would be able to precept 1600 students in the province. Five themes emerged from the qualitative data, relating to the change in knowledge about clinical teaching; change in clinical teaching skills; change in attitude; self-awareness; and training challenges. It is recommended that the preceptorship training programme remains a collaborative project.

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Performance of Residents Serving as Clinical Teachers: A Student-Based Assessment

Journal of Graduate Medical Education ◽

10.4300/jgme-d-13-00130.1 ◽

2014 ◽

Vol 6 (1) ◽

pp. 123-126 ◽

Cited By ~ 5

Author(s):

Mayowa O. Owolabi ◽

Adefemi O. Afolabi ◽

Akinyinka O. Omigbodun

Keyword(s):

Internal Medicine ◽

Medical Students ◽

Clinical Teaching ◽

Development Program ◽

Teaching Skills ◽

Validity And Reliability ◽

Faculty Development Program ◽

Clinical Teachers ◽

Internal Medicine Residents ◽

Tertiary Teaching

Abstract Background Little is known about the competences of residents as clinical teachers in African health care institutions. Objective We evaluated the clinical teaching skills of internal medicine residents from the perspective of medical students in a tertiary teaching institution in Africa. Methods We used the augmented Stanford Faculty Development Program Questionnaire, which has evidence of validity and reliability. To avoid a Hawthorne effect, students completed the questionnaire anonymously and confidentially after clinical teaching sessions by residents. A minimum score of 4 on a scale of 1 to 5 was defined a priori as possession of good clinical teaching skills. Results Sixty-four medical students assessed all 20 internal medicine residents in the Department of Medicine, University of Ibadan. Mean performance scores for the domains ranged from 3.07 to 3.66. Residents performed best in creating a good learning climate and worst in the promotion of understanding and retention. Sex of the resident, duration of residency, and rank had no significant impact (.09 < P < .94) on their teaching skills. Conclusions Consistent with other observations in the literature, residents' clinical teaching skills were suboptimal, particularly in their ability to promote understanding and retention. To enhance these skills, we recommend the integration of appropriately tailored programs to teach pedagogic skills programs in residency training.

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Performance of Pediatrics’ residents as clinical teachers: A student-based assessment

Pakistan Journal of Medical Sciences ◽

10.12669/pjms.35.6.830 ◽

2019 ◽

Vol 35 (6) ◽

Author(s):

Muhammad Faheem Afzal ◽

Abrar Ashraf Ali ◽

Asif Hanif

Keyword(s):

Medical Students ◽

Clinical Teaching ◽

Development Program ◽

Learning Climate ◽

Teaching Skills ◽

Self Directed Learning ◽

Clinical Teachers ◽

Directed Learning ◽

The Mean ◽

Teacher's Knowledge

Objective: To assess the clinical teaching skills of Pediatrics’ residents as rated by final year MBBS students by using augmented Stanford Faculty Development Program questionnaire (SFDPQ) in a teaching hospital, Lahore. Methods: This cross- sectional survey was conducted in the Department of Pediatrics, King Edward Medical University, Lahore in six months in 2016. Total of 265 students of final year MBBS, attending the teaching sessions organized by residents during their four weeks rotation in Pediatrics were included by non-probability purposive sampling. The augmented SFDPQ was emailed to the study participants after the completion of the clinical rotation, following several encounters with the resident. The data was entered in SPSS 22 for statistical analysis. Scores for each domain (learning climate, control of session, communication of goals, promoting understanding and retention, evaluation, promoting self-directed learning, teacher’s knowledge and teacher’s attitude) were also presented as mean and standard deviation. One-sample Kolmogorov-Smirnov test was applied to observe the normality of data. Where normality of data was observed, independent sample t-test was applied and where normality of data was not observed, Mann-Whitney U test was applied to compare the score between genders. Score of four was considered as cut off score for satisfactory results. Results: Out of 265 students, 250 responded with response rate of 94.3%. Out of 250 medical students, 105 (42.0%) were male and 145(58.0%) were female. The internal consistency (Cronbach’s alpha) of this score was excellent (0.973). The mean score for all SFDPQ domains was also sub-optimal (2.90±0.611). The mean total score was sub-optimal for learning climate (3.39±0.69), control of session (3.25±0.77), communication of goals (3.26±0.86), promoting understanding and retention (3.26±0.77), evaluation (2.25±0.67), promoting self-directed learning (3.17±0.90), teacher’s knowledge (3.14±0.93) and teacher’s attitude (3.31±0.89), while it was good only for feedback (4.03±0.11). The mean total score for all SFDPQ domains in males and females was 3.05±0.54 and 2.79±0.64 respectively. Although sub-optimal in both the genders, the score was significantly higher in males with p-value 0.001. Conclusion: We found suboptimal clinical teaching skills of Pediatrics’ residents as rated by final year MBBS medical students. doi: https://doi.org/10.12669/pjms.35.6.830 How to cite this:Afzal MF, Ali AA, Hanif A. Performance of Pediatrics’ residents as clinical teachers: A student-based assessment. Pak J Med Sci. 2019;35(6):1499-1504. doi: https://doi.org/10.12669/pjms.35.6.830 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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