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Introduction. Residents as Teachers Module 1. Objectives. Review role of residents as teachers Discuss and define characteristics and behaviours of good teachers Introduction of Residents as Teachers Curriculum Review why it is important Review evidence to support implementation. - PowerPoint PPT Presentation
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INTRODUCTIONResidents as Teachers Module 1
OBJECTIVES
Review role of residents as teachers Discuss and define characteristics and
behaviours of good teachers Introduction of Residents as Teachers
Curriculum Review why it is important Review evidence to support implementation
RESIDENT AS TEACHER
How much of your time is spent teaching?-almost none- <10%- 10-25%- ~25%- >25%
RESIDENT AS TEACHER
How much of your time is spent teaching?-almost none- <10%- 10-25%- ~25%- >25%
Residents spend up to 25% of their time doing some form of teaching (Sheets et al, 1991)
RESIDENT AS TEACHER
Residents are critical to learning of others:
Resident colleagues
Medical students
Staff
Patients and families
RESIDENT AS TEACHER
Junior learners often find the teaching provided by their resident colleagues is some of the most valuable Medical students have reported that up to one
third of their clinical learning comes from residents (Bing-you et al, 1992)
Residents have the greatest effect on student cognitive growth during clerkship (Roop, 2001)
Role models influence learners professionalization, and career paths (Wright, 1997)
RESIDENT AS TEACHER
Teaching is a key element of the CanMEDS Scholar role
Scholar Role Residents are expected to “facilitate the learning
of patients, families, students, residents, other health professionals, the public and others, as appropriate”
Importance of role is highlighted by including it in evaluation of residents during each rotation and for accreditation
RESIDENT AS TEACHER
Other benefits beyond fulfilling residency requirements Teaching identifies
gaps in knowledge Provides
opportunities for organizing and synthesizing knowledge
If we teach and do at the same time we maximize learning
RESIDENT AS TEACHER
Other benefits beyond fulfilling residency requirements Improve professional
growth and development
Enhanced teaching skills for the future ….this won’t end
when/if you leave an academic centre!
RESIDENT AS TEACHER
Yet residents haveLimited instruction on how to
teach!!Limited time to learn how to
teach!!
WHAT MAKES A GOOD TEACHER
What do we know from the research? There are
characteristics associated with clinical teaching excellence (Irby, 1978, 1981, 1991)
Good teachers make a positive difference to student learning (Griffith,1998; Stern, 2008)
*With thanks to Allyn Walsh
WHAT MAKES A GOOD TEACHER
In medicine the following have been identified as characteristics which make an excellent teacher:
Knowledge Analytic ability Organization Clarity of presentation Group interaction skills Enthusiasm and stimulation of interest Clinical supervision skills Clinical competence Professionalism
(Irby , 1978)
WHAT MAKES A GOOD TEACHER The Cleveland Clinic’s Teaching
Effectiveness Instrument
Another tool to evaluate teaching effectiveness
Outlines 15 characteristics which are highly valued
As you read them consider: Which ones you do well?
Which ones you could improve?
THE CLEVELAND CLINIC’S TEACHING EFFECTIVENESS INSTRUMENT
Establishes a good learning environment
Stimulates me to learn independently
Allows me autonomy appropriate to my level
Organizes time to allow for both teaching and care giving
Offers regular feedback
Clearly specifies what I am expected to know and do
Adjusts teaching to my needs
Asks questions that promote learning
Gives clear explanations Adjusts teaching to diverse
settings Coaches me on my
clinical/technical skills Incorporates research data and
practice guidelines into teaching
Teaches diagnostic skills Teaches effective
communication skills Teaches principles of cost-
appropriate care
(Modified from Copeland, 2000)
RESIDENTS AS TEACHERS CURRICULUM
Do you feel that your ability to teach has improved or declined throughout your training thus far?
RESIDENTS AS TEACHERS CURRICULUM
We know from the literature that:
Residents without formal training have not been shown to improve
Teaching skills decline over time without specific reinforcement
(Edwards et al, 1998)
RESIDENTS AS TEACHERS CURRICULUM
While residents are expected to participate in teaching and evaluation they lack formal training
RESIDENTS AS TEACHERS CURRICULUM
Residents: Often feel unprepared for their role as teachers
Express conflict balancing their clinical and educational duties
Most residents would like to receive training to develop and improve their teaching skills
(Yedidia et al, 1995; Moon, 1992)
RESIDENTS AS TEACHERS CURRICULUM
What does the evidence say? Is a teaching curriculum helpful?
Multiple studies have been conducted to evaluate courses designed to teach residents across all areas of clinical practice
In general formal instruction in how to teach improved residents teaching skill and confidence in their role as educators
RESIDENTS AS TEACHERS CURRICULUM
We should all strive to improve our teaching skills:
How to do it?
When to fit it in?
RESIDENTS AS TEACHERS CURRICULUM
Our plan: Online curriculum
E-learning has been shown to be at least as effective as more traditional teaching methods (Cook et al, 2008)
May help overcome some of the logistical constraints
Can be done on your own schedule and easily be referred to when teaching issues arise
RESIDENTS AS TEACHERS CURRICULUM
Our plan:Supplementation with academic half day
sessionsOpportunity for further curriculum
development as needs are identified
RESOURCES
Barth RJ, Rowland-Morin PA, Mott LA, Burchard KW. Communication effectiveness training improves surgical resident teaching ability. Journal of American College of Surgeons. 1997;74:938-942.
Bing-You RG, Sproul MS. Medical students’ perceptions of themselves and residents as teachers. Medical Teacher. 1992;14:133-138.
Busari JO, Scherpbier JA, Van Der Vleuten CPM, Essed GGM. A two-day teacher-training programme for medical residents: investigating the impact on teaching ability. Advances in Health Sciences Education. 2006;11:133-144.
Copeland HL, Hewson MG. Developing and testing an instrument to measure the effectiveness of clinical teaching in an academic medical center. Acad Med. 2000; 75(2):161-166
Edwards JC, Kissling GE, Brannan JR, Plauche WC, Marier RL. Study of teaching residents how to teach. Journal of Medical Education. 1988; 63:603-610.
Gaba ND, Blatt B, Macri Cj, Greenberg, L. Improving teaching skills in obstetrics and gynecology residents: evaluation of a residents-as-teachers program. American Journal of Obstetrics and Gynecology. 2007;196:87.e1-87.e7.
Hammoud MM, Haefner HK, Schigelone, Gruppen, L. Teaching residents how to teach improves quality of clerkship. American Journal of Obstetrics and Gynecology. 2004;191:1741-1745.
RESOURCES Lawson BK, Harville LM. The Evaluation of a training program for improving
residents teaching skills. J Med Ed. 1980;55:1000-1005. Litzelman DK, Stratos Ga, Goldberg RM. The effect of a clinical teaching retreat
on residents’ teaching skills. Academic Medicine. 1994;69:361-366. Mitchell S, Cook J, Densen P. A teaching rotation of residents. Academic
Medicine. 1994; 69:434. Morrison EH, Lewis EM, Gabbert CC, Boker JR, Kumar B, Harthill, M. Evaluating a
“service elective” in clinical teaching for medical students. Medical Teacher. 2003;25:662-663.
Spickard A, Corbett EC, Schorling JB. Improving residents’ teaching skills and attitudes towards teaching. Journal of General Internal Medicine. 1996;11:475-480.
Walsh, A. Anatomy of a Great Teacher Presentation. Teaching Residents to Teach Workshop. 2009. Hamilton, ON
White CB, Bassali RW, Heery LB. Teaching residents to teach: an instructional program for training pediatric residents to precept third-year medical students in the ambulatory clinic. Archive of Pediatrics and Adolescent Medicine. 1997;151:730-735.
Wipf JE, Orlander JD, Anderson JJ. The effect of a teaching skills course on interns’ and students’ evaluations of their resident-teachers. Academic Medicine. 1999;74:938-942.