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A SHORT TEACHING RESIDENCY SPANNING 1,657 MILES.

ABSTRACT: In scientific disciplines, most postdoctoral fellowships focus on research training. Postdoctoral fellows ("postdocs") develop research expertise and research projects that they will use in future independent faculty positions. This research focus often precludes opportunities for undergraduate teaching. However, most academic faculty positions require faculty to teach at the undergraduate level. The result is that many postdocs are exceptionally well-qualified to meet the research expectations of future faculty positions, but lack experience and training in innovative and evidence-based undergraduate teaching strategies. Training in evidence-based teaching approaches can result in two tangible outcomes. First, the quality of applications by the postdocs for tenure-track faculty positions at institutions with substantive teaching expectations can be improved. Second, we can anticipate stronger alignment of teaching and learning expectations between new faculty and their undergraduate students. There are many programs that provide training in teaching to early career researchers. We describe the design and implementation of a mentored teaching experience that faced some unique challenges, including a large geographic distance between the postdocs and the teaching mentor and teaching site. We describe how we addressed the challenges, what the benefits to various stakeholders have been, and the key elements that contributed to the success of the program.

SUBMITTER: Shuster M

PROVIDER: S-EPMC7392218 | biostudies-literature | 2019 Jul

REPOSITORIES: biostudies-literature

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A SHORT TEACHING RESIDENCY SPANNING 1,657 MILES.

Shuster Michèle M Peterson Karen K

International journal of designs for learning 20190510 1

In scientific disciplines, most postdoctoral fellowships focus on research training. Postdoctoral fellows ("postdocs") develop research expertise and research projects that they will use in future independent faculty positions. This research focus often precludes opportunities for undergraduate teaching. However, most academic faculty positions require faculty to teach at the undergraduate level. The result is that many postdocs are exceptionally well-qualified to meet the research expectations ...[more]

PMID: 32733774

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Project description:BackgroundEducational autopsy (EA) is an innovative technique designed to improve the quality of feedback provided to conference presenters. In response to survey fatigue and suboptimal feedback from online evaluations, this postlecture group debrief was adapted to emergency medicine residency didactics, with a goal of collecting timely, specific, and balanced feedback for presenters. Other aims include encouraging participants to think critically about educational methods and providing presenters with formal feedback for a portfolio or promotion packet. It was hypothesized that EA provides more specific and actionable feedback than traditional online evaluations deployed individually to conference attendees.MethodsThe authors analyzed 4 months of evaluations pre- and postimplementation of EA. Rate of completion, presence of comments, and types of comments were compared. Comments were coded as specific, nonspecific, and unrelated/unclear. Specific comments were further categorized as about audiovisual presentation design, speaker presentation style, and educational methods of the session.ResultsA total of 46 of 65 (71%) preimplementation presentations eligible for evaluation received comments through traditional online evaluations. A total of 44 of 75 (59%) eligible postimplementation presentations generated comments via EA. Among presentations that received comments, none received nonspecific comments via EA, compared to 46% of lectures through traditional evaluations. EA generated specific comments for more presentations regarding presentation design (91% vs. 63%), presentation style (66% vs. 24%), and educational methods (48% vs. 28%). EA produced no unclear comments; traditional evaluations resulted in unclear comments for 15% of lectures.ConclusionsEA generated more specific feedback for residency conference presenters, although there were a number of sessions not evaluated by EA. Although this limited analysis suggested that EA produced higher-quality presenter feedback, it also showed a drop-off in the proportion of didactic sessions that received narrative feedback.

Project description:IntroductionPostgraduate education is transitioning to a competency-based curriculum in an effort to standardize the quality of graduating trainees. The learning experiences and opportunities in each institution are likely variable, as no standard exists regarding the teaching curriculum offered through residency. The objective of this study is to examine the various teaching curricula among different Canadian urology residency programs and to identify which teaching modalities are prioritized by program directors.MethodsA 10-question anonymous survey was sent electronically to program directors at all 12 urology residency programs across Canada. Questions were designed to quantify the time allotted for teaching and to assess the various teaching session types prioritized by programs to ensure the successful training of their graduates. We assessed each program's perceived value of written exams, oral exams, didactic teaching session, and simulation sessions. Responses were assessed using a Likert-scale and a ranking format. Descriptive statistics were performed.ResultsOverall survey response rate from residency program directors was 75% (9/12). Sixty-seven percent of programs designated one day of teaching per week, whereas 33% split resident teaching over two days. Review of chapters directly from Campbell-Walsh Urology textbook were deemed the most valuable teaching session. Practice oral exams were also prioritized, whereas most programs felt that simulation labs contributed the least to residency education. All programs included review of the core urology textbook in their weekly teaching, while only 67% of programs included faculty-led didactic sessions and case presentations. Forty-four percent of programs included resident-led didactic sessions. Practice oral exams and simulation labs were the least commonly included teaching modalities.ConclusionsAlthough most program directors prioritize the review of chapters in the core urology textbook, we found significant heterogeneity in the teaching sessions prioritized and offered in current urology residency curricula. As we move to standardize the quality of graduating trainees, understanding the impact of variable educational opportunities on residency training may become increasingly important.

Project description:BackgroundTo understand teaching performance of individual faculty, the climate in which residents' learning takes place, the learning climate, may be important. There is emerging evidence that specific climates do predict specific outcomes. Until now, the effect of learning climate on the performance of the individual faculty who actually do the teaching was unknown.ObjectivesTHIS STUDY: (i) tested the hypothesis that a positive learning climate was associated with better teaching performance of individual faculty as evaluated by residents, and (ii) explored which dimensions of learning climate were associated with faculty's teaching performance.Methods and materialsWe conducted two cross-sectional questionnaire surveys amongst residents from 45 residency training programs and multiple specialties in 17 hospitals in the Netherlands. Residents evaluated the teaching performance of individual faculty using the robust System for Evaluating Teaching Qualities (SETQ) and evaluated the learning climate of residency programs using the Dutch Residency Educational Climate Test (D-RECT). The validated D-RECT questionnaire consisted of 11 subscales of learning climate. Main outcome measure was faculty's overall teaching (SETQ) score. We used multivariable adjusted linear mixed models to estimate the separate associations of overall learning climate and each of its subscales with faculty's teaching performance.ResultsIn total 451 residents completed 3569 SETQ evaluations of 502 faculty. Residents also evaluated the learning climate of 45 residency programs in 17 hospitals in the Netherlands. Overall learning climate was positively associated with faculty's teaching performance (regression coefficient 0.54, 95% confidence interval: 0.37 to 0.71; P<0.001). Three out of 11 learning climate subscales were substantially associated with better teaching performance: 'coaching and assessment', 'work is adapted to residents' competence', and 'formal education'.ConclusionsIndividual faculty's teaching performance evaluations are positively affected by better learning climate of residency programs.

Project description:BackgroundEmergency psychiatry is an essential component in the training of psychiatry residents who are required to make patient-centred orientation decisions. This training calls for specific knowledge as well as skills and attitudes requiring experience. Kolb introduced a theory on experiential learning which suggested that effective learners should have four types of abilities: concrete experience, reflective observation, abstract conceptualisation and active experimentation. We aimed to evaluate a resident training programme that we designed for use in an emergency psychiatry setting based on the experimental learning theory.MethodsWe designed a four-step training programme for all first-year psychiatry residents: (i) theoretical teaching of psychiatric emergency knowledge, (ii) concrete experience of ability teaching involving an initial simulation session based on three scenarios corresponding to clinical situations frequently encountered in emergency psychiatry (suicidal crisis, hypomania and depressive episodes), (iii) reflective observation and abstract conceptualisation teaching based on videos and clinical interview commentary by a senior psychiatrist for the same three scenarios, (iv) active experimentation teaching during a second simulation session based on the same three frequently encountered clinical situations but with different scenarios. Training-related knowledge acquisition was assessed after the second simulation session based on a multiple-choice quiz (MCQ), short-answer questions and a script concordance test (SCT). The satisfaction questionnaire was assessed after the resident had completed his/her initial session in order to evaluate the relevance of teaching in clinical practice. The descriptive analyses were described using the mean (+/- standard deviation). The comparative analyses were conducted with the Wilcoxon or Student's t tests depending on data distribution.ResultsThe residents' mean MCQ and short-answer question scores and SCT were 7.25/10 (SD = 1.2) 8.33/10 (SD = 1.4), 77.5/100 (SD = 15.8), respectively. The satisfaction questionnaire revealed that 67 % of residents found the teaching consistent.ConclusionWe designed a blended learning programme that associated, classical theoretical learning to acquire the basic concepts, a learning with simulation training to experiment the clinical situations and a video support to improve learning of interview skills and memory recall. The residents indicate that this training was adequate to prepare them to be on duty. However, despite this encouraging point, this program needs further studies to attest of its efficiency.

Project description:BackgroundThe principle of workplace based assessment (WBA) is to assess trainees at work with feedback integrated into the program simultaneously. A student driven WBA model was introduced and perception evaluation of this teaching method was done subsequently by taking feedback from the faculty as well as the postgraduate trainees (PGs) of a residency program.MethodsDescriptive multimethod study was conducted. A WBA program was designed for PGs in Chemical Pathology on Moodle and forms utilized were case-based discussion (CBD), direct observation of practical skills (DOPS) and evaluation of clinical events (ECE). Consented assessors and PGs were trained on WBA through a workshop. Pretest and posttest to assess PGs knowledge before and after WBA were conducted. Every time a WBA form was filled, perception of PGs and assessors towards WBA, time taken to conduct single WBA and feedback were recorded. Faculty and PGs qualitative feedback on perception of WBA was taken via interviews. WBA tools data and qualitative feedback were used to evaluate the acceptability and feasibility of the new tools.ResultsSix eligible PGs and seventeen assessors participated in this study. A total of 79 CBDs (assessors n = 7 and PGs n = 6), 12 ECEs (assessors n = 6 and PGs n = 5), and 20 DOPS (assessors n = 6 and PGs n = 6) were documented. PGs average pretest score was 55.6%, which was improved to 96.4% in posttest; p value< 0.05. Scores of annual assessment before and after implementation of WBA also showed significant improvement, p value 0.039, Overall mean time taken to evaluate PG's was 12.6 ± 9.9 min and feedback time 9.2 ± 7.4 min. Mean WBA process satisfaction of assessors and PGs on Likert scale of 1 to 10 was 8 ± 1 and 8.3 ± 0.8 respectively.ConclusionBoth assessors and fellows were satisfied with introduction and implementation of WBA. It gave the fellows opportunity to interact with assessors more often and learn from their rich experience. Gain in knowledge of PGs was identified from the statistically significant improvement in PGs' assessment scores after WBA implementation.

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A SHORT TEACHING RESIDENCY SPANNING 1,657 MILES.

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A SHORT TEACHING RESIDENCY SPANNING 1,657 MILES.

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