Experienced clinical educators improve their clinical teaching effectiveness.

Full Abstract

OBJECTIVES:
To determine if experienced clinical educators (CEs) can improve their teaching by incorporating 4 literature-based teaching methods into their instruction.

METHODS:
We trained 7 experienced CEs on the teaching methods during a monthly faculty development program. Each CE recorded use of these methods during 10 months on a personal digital assistant. We compared the CEs' teaching evaluations with those of nonparticipating faculty by analysis of variance at baseline, during the study period, and for 1 year after the study.

RESULTS:
Reported use of 2 teaching methods (priming and feedback) increased significantly over use at baseline; use of 2 other methods (teaching in the patient's presence and 1-2 focal teaching points) remained constant. Scores on the CEs' teaching evaluations were significantly higher during the study period on 1 item, whereas the comparison group showed no changes. The changes persisted during the follow-up period. CEs reported that the teaching methods focused the learner and teacher, making subsequent encounters more productive. They also found that the act of entering data daily prompted them to reflect on their teaching.

CONCLUSIONS:
Experienced teachers can be persuaded to incorporate new methods into their daily teaching. Reflection on teaching is enhanced with group support and daily reminders. With these interventions, teaching effectiveness of these experienced educators improved.

Learn Faster Today Improve your study skills

Author information

Author/s: Lye, Patricia (P); Heidenreich, Charlotte (C); Wang-Cheng, Rebekah (R); Bragg, Dawn (D); Simpson, Deborah (D); Advanced Faculty Development Group;

Affiliation: Department of Pediatrics, Medical College of Wisconsin, Milwaukee 53226, USA. plye@mcw.edu

Grants: 1 D28PE50072 (Agency:United States BHP)

Journal and publication information

Publication Type: Journal Article; Research Support, U.S. Gov't, P.H.S.

Journal: Ambulatory pediatrics : the official journal of the Ambulatory Pediatric Association (Ambul Pediatr), published in United States. (Language: eng)

Reference: -2003 Mar-Apr; vol 3 (issue 2) : pp 93-7

Dates: Created 2003/03/19; Completed 2003/05/09; Revised 2007/11/14;

PMID: 12643782, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

External Links for this article (including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.

MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Faculty, Medical - standards
Female
Humans

Male
Professional Competence
Teaching - methods; trends

This article has not been indexed for related articles as yet, however you can still use the live related article search links below.

See 100+ related articles.