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

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.

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

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211032013 ◽

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.

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The Professionalism Assessment of Clinical Teachers (PACT): the reliability and validity of a novel tool to evaluate professional and clinical teaching behaviors

Advances in Health Sciences Education ◽

10.1007/s10459-013-9466-4 ◽

2013 ◽

Vol 19 (1) ◽

pp. 99-113 ◽

Cited By ~ 11

Author(s):

Meredith E. Young ◽

Sylvia R. Cruess ◽

Richard L. Cruess ◽

Yvonne Steinert

Keyword(s):

Clinical Teaching ◽

Reliability And Validity ◽

Teaching Behaviors ◽

Clinical Teachers

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Perspective for change: establishing the need for clinical instructor competencies in physical therapist education

The Journal of Clinical Education in Physical Therapy ◽

10.52214/jcept.v3.6935 ◽

2021 ◽

Vol 3 ◽

Author(s):

Catherine Bilyeu ◽

Amanda Sharp ◽

Katherine Myers

Keyword(s):

Clinical Education ◽

Clinical Teaching ◽

Assessment Tool ◽

Physical Therapist ◽

Teaching Behaviors ◽

Teaching Excellence ◽

Entry Level ◽

New Graduates ◽

Physical Therapist Education ◽

Therapist Education

Current issue: Clinical instructors (CIs) are instrumental in the development of competent, entry-level physical therapist graduates. Despite this key role, CIs are often deficient in formal knowledge of the learning sciences that influence quality of clinical education experiences. Clinical education stakeholders also lack a standardized and consistent approach to defining and assessing clinical teaching skills, resulting in an inability to provide adequate feedback and growth opportunities for CIs. Perspective: A gap exists between qualitative descriptions of clinical teaching behaviors and the ability to objectively assess those behaviors in CIs. Grounded in the Model of Excellence in Physical Therapist Education, this perspective calls attention to and proposes steps toward excellence in clinical education. Defining essential competencies of clinical teaching in the physical therapy profession requires a systematic approach. The competencies established through this approach then become the foundation for creating a meaningful assessment tool of CI performance. Implications for clinical education: Developing educator competencies and a related assessment tool for CIs allows for the provision of meaningful feedback, the creation of targeted professional development programs, and opportunities for recognition of clinical teaching excellence. Without effective CIs, new graduates may be inadequately equipped to contribute to the profession’s vision of educational excellence.

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

Journal of Medical Education and Curricular Development ◽

10.4137/jmecd.s40798 ◽

2016 ◽

Vol 3 ◽

pp. JMECD.S40798 ◽

Cited By ~ 5

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.

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Investigation of the Motor Skills Assessments of Typically Developing Preschool Children in China

10.21203/rs.3.rs-244805/v1 ◽

2021 ◽

Author(s):

Huiqi Song ◽

Jing Jing Wang ◽

Patrick WC Lau

Keyword(s):

Motor Skills ◽

Motor Development ◽

Intellectual Development ◽

Assessment Tool ◽

Reliability And Validity ◽

Assessment Tools ◽

Skill Assessment ◽

Skills Assessment ◽

Validity And Reliability ◽

Development Assessment

Abstract Background: The assessment of perschoolers’ motor skills is essential to know young children’s motor development and evaluate the intervention effects of promotion in children’s sport activities. The purpose of this study was to review the motor skills assessment tools in Chinese preschool-aged children, compare them in the international context, and provide guidelines to find appropriate motor skill assessment tool in China. Methods: The comprehensive literature search was carried out in WANGFAGN, CNKI, VIP, ERIC, EMBASE, MEDLINE, Ovid PsycINFO, SPORTDiscus and BIOSIS previews databases. Relevant articles published between January 2000 and May 2020 were retrieved. Studies that described the discriminative and evaluative measures of motor skills among the population aged 3-6 years in China were included. Results: A total of 17 studies were included in this review describing 7 tools including 4 self-developed tools and 3 international tools used in China. TGMD-2 appeared in a large proportion of studies, international tools used in China were incomplete in terms of translation, verification of reliability and validity, item selection and the implementation. Regarding the self-constructed tools, the CDCC was the most utilized self-developed tool, but it was mainly applied in intellectual development assessment. Through the comparison between Chinese self-constructed and international tools, the construction of the CDCC and the Gross Motor Development Assessment Scale contained relatively complete development steps. The test content, validity and reliability, implementation instruction, and generalizability of self-constructed tools are still lacking. Conclusions: Both international and self-developed motor skills assessment tools have been rarely applied in China, available tools lack enough validation and appropriate adjustments. Cultural differences in motor development between Chinese and Western populations should be considered when constructing a Chinese localized MSAT.

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Using the Objective Structured Teaching Ecounter to Assess Resident Teaching Skills

Family Medicine ◽

10.22454/fammed.2021.980882 ◽

2021 ◽

Vol 53 (6) ◽

pp. 453-456

Author(s):

Sangrok Oh ◽

Timothy Servoss ◽

Diana Wilkins

Keyword(s):

Medical Students ◽

Family Medicine ◽

Rating Scale ◽

Clinical Teaching ◽

Assessment Tool ◽

Teaching Strategy ◽

Skill Assessment ◽

Constructive Feedback ◽

Structured Teaching ◽

Family Medicine Residents

Background and Objectives: Residents are often the primary educators for medical students during their clinical years. Residency training programs are therefore responsible for providing resident educator training. This, in turn, requires an assessment tool to ensure residents demonstrate the knowledge, skills, and behaviors required for their teaching responsibilities. To this end, a rating scale was developed and applied during an objective structured teaching encounter (OSTE). The purposes of this study were to gather qualitative impressions of family medicine residents regarding participation in the OSTE and reliability evidence for the OSTE instrument. Methods: All 41 family medicine residents participated in the study. Prior to the OSTE, residents received instruction on the five microskills clinical teaching model. Medical students assisted as standardized learners for the encounter and faculty served as assessors. We conducted focus groups to solicit resident feedback. Results: Residents demonstrated evidence of the five microskills. Feedback on the OSTE process from the interns was positive, noting that the experience helped increase their confidence to teach, as well as provided a useful method to practice a teaching strategy. The assessment tool evidenced good internal consistency and interrater reliability. Conclusions: The OSTE is an easy-to-implement and reliable method for resident educator skill assessment that left residents feeling more confident and better equipped to give constructive feedback during teaching encounters.

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