Teacher expertise from a veterinary pespective

Stephan Ramaekers & Tobias Boerboom

This symposium

a. What is an expert teacher?

b. How does teacher expertise develop?

c. How can this development be measured?

Veterinary medicine

1. Features of expert teaching?

Able to execute particular tasks (related to teaching) effectively:•Design or choose learning materials, assignments, etc.•conduct classes, handle a variety of didactical formats effectively, etc.•Evaluate and assess •Organize work, collaborate with colleagues, etc.

2. Features of expert teaching?

Successful in supporting students, in ways that have a substantial, positive influence on how students think, act and feel:a.Knowledgeable about their subjects and current developments, able to clarify complex issues, recognize complexitiesb.Support active learning: use authentic problems, facilitate trial/exploration, allow error, challenge ideas / rethink assumptions, provide feedback/-forward c.Combine high expectations and strong trust in their students

3. Features of expert teaching?

Ability to fulfill a variety of roles and adjust their role and interactive behavior to the learning process and student’ needs …

Clinical learning environment

Main faculty roles:1.Clinical doctor2.Researcher3.Teacher

Clinical learning environment

The clinical teacher’s effectiveness is often hindered by contextual constraints

Spencer 2003, Dolmans 2004, Prideaux 2000, Ramani 2008

Ad hoc situations

Time limits

Learning opportunities Owner expectations

Administrative duties

Research interests

Patient safetyStudent ambitionsInexperience

Assumption

‘Teacher expertise’ is closely related to concurrent fulfillment of all roles (in the context of workplace learning, while dealing with competing demands)

Spencer 2003

More focus on development Clin. Teachers

• Providing clinical teachers with feedback is an important part of faculty development

• Therefore you need an instrument that is:• Valid• Reliable• Structural applicable• Acceptable for it’s users

Litzelman 1998, Copeland 2000, Snell 2000, Stalmeijer 2008, Lombarts 2009

SET-QCTEI STANFORD

THEORY(?) MCTQ

in specific context

Maastricht Clinical Teaching Quest.

Modelling: The teacher demonstrates, thinks aloud, acts as a role model

Coaching: The teacher observes, provides feedback, motivates

Scaffolding: The teacher supports, determines the level of competence, gradual reduces support

Articulation: The teacher stimulates students to ask questions, asks questions, (about their own acting)

Maastricht Clinical Teaching Quest.

Reflection: The teacher stimulates students to reflect

Exploration: The teacher stimulates students to set learning goals

Learning climate: The teacher creates a safe learning climate

MCTQ research question

• Questionnaire based on the Cognitive Apprenticeship Model

• 6 + 1 domains:• Modelling• Coaching• Scaffolding• Articulation• Reflection• Exploration +

• Learning Climate

Collins 1991, Stalmeijer 2008

Valid in medical context!

Valid in veterinary context?

Sources of validity evidence studies

I Content

• MCTQ based on theory• Research with stakeholders

II Response process

III Internal structure IV Relations

• 7 pilot studies• 28 students

• Data collection• CFA• Generalizability study• Multi level

• Overall satisfaction and other relevant variables

AERA 1999, Beckman 2004, 2005, Byrne 2001, Stalmeijer 2008

V Consequences

• The effect of the evaluation on the clinical teachers

Results

II Response process (pilot studies):• Useful and relevant instrument• Minor alterations to wording and instruction• Web-based questionnaire safest collection method

III Internal structure:CFA: Five 3-item domains GeneralizabilityClimate (α = .96) 6-8 evaluations overall

scoreModelling (α = .86) 10-12 evaluations domain scoreCoaching (α = .87)Articulation (α = .88) Multi levelExploration (α = .90) Between-teacher differences

important

IV Relations:Correlations with overall satisfaction score: 0.58 < r < 0.84

Study - Consequences

Ward 2004, Korthagen 2005, Smither 2005, Sargeant 2008

FEEDBACK

IMPROVEMENT

REFLECTION

Study - consequences

Feedback Facilitation

POST-MEASUREMENT (>6 per teacher)

Self-assessment

Reflection assignment

Reflection meeting

Feedback report

CONTROL

FFS1 (N=14) FFS2 (N=12) Control (N=15)

PRE-MEASUREMENT (>6 per teacher)

Regression analyses

Study Consequences - Qualitative• A feedback facilitation strategy (FFS) helps clinical

teachers to reflect on their student rating feedback.

• Adding peer group reflection results in deeper, more critical reflection and more concrete plans for change.

Feedback Facilitation

Quality of reflection

Self-assessment

Reflection assignment

Reflection meeting

Feedback report

Study Consequenses - Regression

FFS1Positive effects (p<0.05) on:•Overall satisfaction•Climate•Modelling•Coaching

FFS2Additional positive effects (p<0.05) on:•Articulation•Exploration

Compared to the control-group:

Research conclusions• The MCTQ is a valid and reliable instrument for the evaluation

of veterinary clinical teachers. Between teacher differences have a significant effect on MCTQ scores.

• Providing clinical teachers with MCTQ feedback, facilitated through self-assessment, a feedback report and a pre-structured reflection report leads to deeper reflection and the formulation of alternatives for teaching practice. Adding a peer group reflection to the feedback facilitation enhances this process.

• MCTQ feedback in combination with a facilitation strategy has a positive effect on the teachers’ MCTQ scores as compared to teachers who did not receive students’ feedback.

Conclusionsa. What is an expert (clinical) teacher?• Switch naturally between (competing) roles• Teaching through Cognitive Apprenticeship

Explicitation Role• Able to reflect on feedback

b. How can this development be measured?•Using the MCTQ Validated, theory based instrument

c. How does teacher expertise develop?• Through measurement, feedback, feedback

facilitation and reflection

Thank you for your attention