Performance of residents serving as clinical teachers: a student-based assessment.
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ABSTRACT:
SUBMITTER: Owolabi MO
PROVIDER: S-EPMC3963768 | biostudies-other | 2014 Mar
REPOSITORIES: biostudies-other
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Project description:IntroductionPreparing residents for supervision of medical students in the clinical setting is important to provide high-quality education for the next generation of physicians and is mandated by the Liaison Committee on Medical Education as well as the Accreditation Council for Graduate Medical Education. This requirement is met in variable ways depending on the specialty, school, and setting where teaching takes place. This educational intervention was designed to allow residents to practice techniques useful while supervising medical students in simulated encounters in the emergency department and increase their comfort level with providing feedback to students.MethodsThe four role-playing scenarios described here were developed for second-year residents in emergency medicine at the Indiana University School of Medicine. Residents participated in the scenarios prior to serving as a supervisor for fourth-year medical students rotating on the emergency medicine clerkship. For each scenario, a faculty member observed the simulated interaction between the resident and the simulated student. The residents were surveyed before and after participating in the scenarios to determine the effectiveness of the instruction.ResultsResidents reported that they were more comfortable supervising students, evaluating their performance, and giving feedback after participating in the scenarios.DiscussionParticipation in these clinical teaching scenarios was effective at making residents more comfortable with their role as supervisors of fourth-year students taking an emergency medicine clerkship. These scenarios may be useful as part of a resident-as-teacher curriculum for emergency medicine residents.
| S-EPMC6342361 | biostudies-literature
Project description:In this study, we explore the perceived affordances of simulation-based learning (SBL) among online student teachers in Norway. We investigated how simulations mediate professional learning when coupled with educator-led debriefings and peer-led focus groups. Using an exploratory qualitative design, we examined 21 pre-service teachers' perspectives on their experiences of this SBL intervention. We analysed peer-led focus group data, as well as written reflection logs. Our findings reveal that despite experienced technical challenges, the overall intervention afforded work-life relevant practice, prompting collaborative reflection. In addition to expert feedback, the peer-led focus group discussions are found to be a key component of the SBL design, as these enabled collaborative reflection over a shared practice teaching experience. The findings imply that SBL can be used to bridge the theory-practice gap, a recurring challenge in the field. Consequently, SBL has transformative potential in teacher education.Supplementary informationThe online version contains supplementary material available at 10.1186/s41239-022-00366-2.
| S-EPMC9760319 | biostudies-literature
Project description:BackgroundDiagnostic score reporting is one method of providing feedback to all students following a structured clinical assessment but its effect on learning has not been studied. The objective of this study was to assess the impact of this feedback on student reflection and performance following a dental hygiene assessment.MethodsIn 2016, dental hygiene students at the University of Alberta participated in a mock structured clinical assessment during which they were randomly assigned to receive a diagnostic score report (intervention group) or an overall percentage grade of performance (control group). The students later reflected upon their performance and took their regularly scheduled structured clinical assessment. Reflections underwent content analysis by diagnostic domains (eliciting essential information, effective communication, client-centred care, and interpreting findings). Results were analysed for group differences.ResultsStudents performed best on eliciting essential information (92%) and poorest on interpreting findings (42%). The intervention group was more likely to view interpreting findings as a weakness, p = 0.007, while the control group was more likely to view eliciting essential information as a weakness, p = 0.04. No differences were found on the actual assessment scores, p > 0.05.DiscussionStudents who received diagnostic score reporting appeared to reflect more accurately upon their weaknesses. However, this knowledge did not translate into improved performance. Modifications and enhancements to the report may be necessary before an effect on performance will be seen.ConclusionDiagnostic score reporting is a promising feedback method that may aid student reflection. More research is needed to determine if these reports can improve performance.
| S-EPMC7906121 | biostudies-literature
Project description:IntroductionSenior trainees (residents) are poised to be unique effectors of clinical feedback. While several curricula are available to teach residents to give or elicit feedback, our curriculum is unique in that it teaches both the giving and elicitation of feedback and focuses on the longitudinal coaching relationship as opposed to onetime feedback interactions. This curriculum provides a framework, called clinical coaching, for streamlining and enhancing feedback interactions between senior and junior trainees.MethodsThis curriculum consists of: (1) a video module, (2) an interactive workshop, and (3) role-plays. Participants view the module, which simulates traditional feedback contrasted with the suggested approach. Next, an interactive workshop stimulates reflection on feedback, then defines and demonstrates clinical coaching. Finally, participants practice coaching with prewritten scenarios that illustrate critical steps in clinical coaching.ResultsThis workshop was initially conducted in September 2014 with 50 participants. Thirty-nine house staff completed the postcurricular survey (13 had attended the workshop, 26 had not). Recognition of interns soliciting feedback one or more times per week was greater amongst workshop attendees (83% of residents, 78% of interns), as compared to nonattendees (53% of residents, 67% of interns). Preparation to give feedback differed amongst resident attendees versus nonattendees (0% vs. 19%, respectively, reported no preparation).DiscussionThese results highlight a need to increase awareness of and preparedness for the vital role that trainees can play in coaching. Training house staff in coaching has the potential to transform feedback for teachers and learners alike.
| S-EPMC6354721 | biostudies-literature
Project description:BackgroundResidents play an important role in the clinical training of medical students, spending up to 25% of their daily work teaching. In the US medical curriculum didactic courses for residents already exist and their role as a teacher is firmly anchored. In Germany, there are no fixed regulations or residents-as-teachers-programs. The aim of this study was to evaluate the activities of neurological residents in clinical teaching.MethodsWe conducted a prospective cross-sectional online survey among neurological residents in Germany. The evaluation was carried out descriptively and by means of text analysis.Results138 residents from 39 German neurological university hospitals answered the survey. Nearly half of them needed the teaching activity as part of their career planning. The residents are mostly involved in practical courses. More than 80% stated, that they enjoy teaching. 64% stated that there were no preparatory courses for teaching at their hospital/university. 78.4% of the respondents received no or merely insufficient feedback for their own teaching and 62.5% had only little or even no knowledge about the university curriculum.ConclusionsBy teaching medical students, residents play an outstanding role in recruiting students for neurology and, simultaneously, teaching leads an improvement in the residents' own learning. To encourage young neurologists as teachers and-at the same time as learners-Clinic directors and universities should promote residents-as-teachers programs in neurology and reward the residents' teaching activities.
| S-EPMC9080961 | biostudies-literature
Project description:ObjectivesTraditionally, evaluation is considered a measurement process that can be performed independently of the cultural context. However, more recently the importance of considering raters' sense-making, that is, the process by which raters assign meaning to their collective experiences, is being recognised. Thus far, the majority of the discussion on this topic has originated from Western perspectives. Little is known about the potential influence of an Asian culture on raters' sense-making. This study explored residents' sense-making associated with evaluating their clinical teachers within an Asian setting to better understand contextual dependency of validity.DesignA qualitative study using constructivist grounded theory.SettingThe Japanese Ministry of Health, Labour and Welfare has implemented a system to monitor the quality of clinical teaching within its 2-year postgraduate training programme. An evaluation instrument was developed specifically for the Japanese setting through which residents can evaluate their clinical teachers.Participants30 residents from 10 Japanese teaching hospitals with experience in evaluating their clinical teachers were sampled purposively and theoretically.MethodsWe conducted in-depth semistructured individual interviews. Sensitising concepts derived from Confucianism and principles of response process informed open, axial and selective coding.ResultsTwo themes and four subthemes were constructed. Japanese residents emphasised the awareness of their relationship with their clinical teachers (1). This awareness was fuelled by their sense of hierarchy (1a) and being part of the collective society (1b). Residents described how the meaning of evaluation (2) was coloured by their perceived role as senior (2a) and their experienced responsibility for future generations (2b).ConclusionsJapanese residents' sense-making while evaluating their clinical teachers appears to be situated and affected by Japanese cultural values. These findings contribute to a better understanding of a culture's influence on residents' sense-making of evaluation instruments and the validity argument of evaluation.
| S-EPMC8375773 | biostudies-literature
Project description:As teachers are responsible for responding instantaneously to students' statements and actions, the progress of the class, and their teaching purpose, they need to be able to engage in responsive teaching. Teachers obtain information about students' learning by observing them in the classroom, and subsequently make instructional decisions based on this information. Teachers need to be sensitive to student behaviors and respond accordingly, because there are students who follow the teacher's instructions and those who do not in every classroom. Skilled teachers may distribute their gaze over the entire class and discover off-task behaviors. So how does a teacher's visual processing and noticing ability develop? It is important to clarify this process for both experienced teachers and student teachers. Therefore, the purpose of this study was to investigate whether there is a difference in visual processing and the ability to notice off-task behaviors in class between teachers and student teachers through gaze analysis. Using an eye tracking device, 76 teachers and 147 student teachers were asked to watch a video, and gaze measurements were collected. In the video, students exhibiting off-task behaviors in class were prompted by their classroom teacher to participate in the lesson. After the video, the participants were asked if they could identify the students who had displayed off-task behaviors and whom the teachers had warned. The results showed that teachers gazed at students engaging in off-task behaviors in class more often and noticed them at a higher rate than student teachers did. These results may be attributed to differences in the experiences of visual processing of relevant information in the classroom between teachers and student teachers. Thus, the findings on teachers' visual processing by direct measurement of gaze will be able to contribute to teachers' development.
| S-EPMC8565755 | biostudies-literature
Project description:BackgroundDuring workplace-based clinical placements, best practice assessment states students should expect consistency between assessors rating their performance. To assist clinical educators (CEs) to provide consistent assessment of physiotherapy student performance, nine paediatric vignettes depicting various standards of simulated student performance, as assessed by the Assessment of Physiotherapy Practice (APP), were developed. The APP defines adequate on the global rating scale (GRS) as the minimally acceptable standard for an entry-level physiotherapist. The project aimed to evaluate consistency of paediatric physiotherapy educators assessing simulated student performance using the APP GRS.MethodsThree paediatric scenarios representing neurodevelopment across three age ranges, infant, toddler and adolescent, were developed and scripted that depicted a 'not adequate', 'adequate' and 'good-excellent' performance based on the APP GRS. An expert panel (n = 9) conducted face and content validation. Once agreement was reached for all scripts, each video was filmed. A purposive sample of physiotherapists providing paediatric clinical education in Australia were invited to participate in the study. Thirty-five CEs, with minimum 3-years clinical experience and had supervised a student within the past year, were sent three videos at four-week intervals. Videos depicted the same clinical scenario, however performance varied with each video. Participants rated the performance on the four categories: 'not adequate', 'adequate', 'good' and 'excellent' Consistency among raters was assessed using percentage agreement to establish reliability.ResultsThe vignettes were assessed a combined total of 59 times. Across scenarios, percentage agreement at the not adequate level was 100%. In contrast, the adequate scenarios for the Infant, Toddler and Adolescent video failed to meet the 75% agreement level. However, when combining adequate or good-excellent, percentage agreement was > 86%. The study demonstrated strong consensus when comparing not adequate to adequate or better performance. Importantly, no performance scripted as not adequate was passed by any assessor.ConclusionsExperienced educators demonstrate consistency in identifying not adequate from adequate or good-excellent performance when assessing a simulated student performance using the APP. Recommendation for practice: These validated video vignettes will be a valuable training tool to improve educator consistency when assessing student performance in paediatric physiotherapy.
| S-EPMC10127403 | biostudies-literature
Project description:BACKGROUND: The role of residents as teachers has grown over time. Programs have been established within various specialties to formally develop these skills. Anesthesiology residents are frequently asked to provide supervision for novice learners and have numerous opportunities for teaching skills and clinical decision making. Yet, there are no educational programs described in the literature to train anesthesiology residents to teach novice learners. OBJECTIVE: To explore whether a resident-as-teacher program would increase anesthesiology residents' self-reported teaching skills. METHODS: An 8-session interactive Anesthesiology Residents-as-Teachers (ART) Program was developed to emphasize 6 key teaching skills. During a 2-year period, 14 anesthesiology residents attended the ART program. The primary outcome measure was resident self-assessment of their teaching skills across 14 teaching domains, before and 6 months after the ART program. Residents also evaluated the workshops for quality with a 9-item, postworkshop survey. Paired t testing was used for analysis. RESULTS: Resident self-assessment led to a mean increase in teaching skills of 1.04 in a 5-point Likert scale (P < .001). Residents reported the greatest improvement in writing/using teaching objectives (+1.29, P < .001), teaching at the bedside (+1.57, P = .002), and leading case discussions (+1.64, P = .001). Residents rated the workshops 4.2 out of 5 (3.9-4.7). CONCLUSIONS: Residents rated their teaching skills as significantly improved in 13 of 14 teaching domains after participation in the ART program. The educational program required few resources and was rated highly by residents.
| S-EPMC3546586 | biostudies-other
Project description:Microteaching is called "micro" teaching because it involves teaching a short lesson to a small group of people in a simulated classroom setting, with the goal of improving specific teaching skills or behaviors. Microteaching training represents a significant approach for enhancing the teaching competencies of student teachers. However, there is a scarcity of studies that examine the factors contributing to the self-efficacy and teaching performance of student teachers, both of which are central concerns in microteaching training programs. This study addresses this gap by synthesizing five contributing factors from existing literature, collecting survey responses from 272 English-as-a-foreign-language (EFL) student teachers, and employing structural equation modeling (SEM) to analyze the relationships between these factors. The four hypotheses that were rejected yielded unexpected results, indicating negative relationships between participants' teaching experience and EFL speaking competence with their lesson-delivery competence, as well as a negative relationship between lesson-delivery competence and self-efficacy. Interestingly, public speaking anxiety was found to have no statistically significant impact on EFL student teachers' self-efficacy. This study establishes a theoretical framework that can assist decision-makers in enhancing facilitators and overcoming barriers in microteaching training programs. This framework can also be adapted for use in other academic studies.
| S-EPMC10900927 | biostudies-literature