Exploring the Influence
of a Module
in Teaching and Learning
on Family Physician Trainees
Prof M de Villiers & Ms M van Heusden
Faculty of Health Sciences, Stellenbosch U
Dr F Cilliers & Ms N Herman
Center for Teaching & Learning, Stellenbosch U
Dr K von Pressentin
Family Physician, Langeberg Sub-district
Dr F Coetzee
Family Physician, Malmesbury Hospital
SOUTH AFRICA
AMEE
Conference
27-31 August 2011
Vienna, Austria
2
Why equip medical registrars as teachers?
Twofold motivation
Immediate:
Most registrars help educate
& train medical students
o
typically not prepared for
this role
o
quality of clinical teaching
affects:
̶
student perceptions
̶
student performance
Longer term:
Ensuring appropriate
preparation of next
generation of leaders
Hammoud et al., 2004; Spickard & Corbett, 1996; Wamsley et al., 2004;
Wipf et al., 1999; Roop & Pangaro, 2001; Stern, Williams, et al. 2000
3
4
5
Roles of the African Family Physician
Mash (2008) SA Fam Pract 50(3):58-59
6
Research question
What influence, if any, does a
module on teaching and learning
have on family medicine registrars?
Objectives: How do registrars’

perceptions of their role as specialists change?

attitudes towards teaching change?

confidence with and participation in teaching
activities change?
7
Method



Phase 1: Qualitative design
 13 graduates, Western Cape
 In-depth interviews, recorded and
transcribed
 Thematic analysis
 Ethics approval N10/07/238
 FIRLT funding
Phase 2: interviews with current students
Phase 3: questionnaire for students taught by
registrars
9
Kirkpatrick's four levels
Used in Analysis of Interviews to Assess Module’s Influence
Level 1
Learner's/participant’s reactions
Level 2a
Modification of attitudes & perceptions
Level 2b
Acquisition of knowledge & skills
Level 3
Change in behaviour
Level 4a
Change in organisational practice
Level 4b
Benefits to patients/clients/students
Adapted by Barr et al: Barr H, Freeth D, Hammick M, Koppel I, Reeves S. Evaluations of interprofessional
education: a United Kingdom review of health and social care. London: CAIPE/BERA, 2000.
10
Results
• Evidence of
- change in behaviour
- perceived benefits
• Factors underlying these
changes
L4: Practice change & benefits
“I specifically help people with the
body language of a talk, everything
about the talk, because people,
doctors do not know about talking
in front of people, as it is not
usually part of our work.”
L3: Behaviour change
“I learnt for the first time the concept
that ‘to teach people doesn’t mean
they are learning’. You loose your
audience by speaking yourself all the
time. So now I try to get the audience
to participate, and to obtain different
opinions on a question.”
Results
“It made me aware that because
I am now a family physician, I
am expected to teach other
people. I never saw it like that.”
L2a: Modification of attitudes
“The way the module said plan your work
and think about how you are going to
address the learning needs of your
audience or how would you evaluate that
this was a successful talk or presentation,
in that sense definitely. It put everything
into a structured way and made it easier
to handle a teaching task.”
L2b: Knowledge & skills
acquisition
Factors underlying these changes
Role of context
Personal factors
“They can probably go and
look for the opportunity.
That is what I did but I think
some doctors are too
overworked. But perhaps
when they get specialist
(family physician) posts then
they will make time, as there
are always people looking for
training.”
“I am naturally a shy person
who would prefer not to speak
in front of a crowd. I gained
quite a bit of confidence in
doing that, in doing the
PowerPoint and in actually
presenting it.”
13
Discussion
•
Succeeded in achieving aim and outcomes of module
•
Influenced 3 of FP roles:
• Most exciting - changed attitude and practice
towards teaching and learning
14
Attributes of a competent teacher
Passion
Goal:
Effective
Learning
Employ
basic pedagogic
principles
Demonstrate
effective lecturing
and facilitating
small group
learning
Be a reflective
Identify
and mindful
learners’
teacher
needs
Hatem CJ, Searle NS, Gunderman R, Krane NK, Perkowski L, Schitze GE, Steinert Y.
The educational attributes of effective medical educators. Academic Medicine2011;86(4):474-480.
15
Thank you
Baie dankie
Enkosi kakhulu
Prof Marietjie de Villiers
[email protected]
Descargar

Exploring the Influence of a Module in Teaching and