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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 SciencesDr F Cilliers & Ms N Herman - Center of Teaching and Learning
Dr K von Pressentin - Robertson HospitalDr F Coetzee - Malmesbury Hospital
4th Annual SAAHE Conference30 June – 2 July 2011
Potchefstroom
Background
Postgraduate studies in medical specialties prepares students (registrars) for:
o Advanced clinical practice in specialty
o Leadership roles
o Advancing the discipline though
teaching and research
Why equip medical registrars as teachers?Twofold motivationImmediate:
Most registrars help educate & train medical students
o typically not prepared for this roleo 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
Role of African family physician
Mash (2008) SA Fam Pract 50(3):58-59
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?
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
Participant profile
Kirkpatrick's four levels
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.
Results
• Evidence of - change in behaviour- perceived benefits
• Factors underlying these changes
Results
L4: Practice change & benefits L3: Behaviour change
L2a: Modification of attitudes L2b: Knowledge & skills acquisition
“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.”
“Previously I used to think of
teaching more as a duty. Like the
students would stand there.
Whereas once I started involving
them more in the patient or
giving them a bit more things to
think about, I could see how
much they were taking in and the
level of interest increase.”
“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.”
“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.”
“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.”
“The teaching and learning module helps me make it more interesting for the staff to learn about something, rather than me just telling them what to do. It’s more that they discover for themselves what the possibilities are for treatment for their patients.
Role of context “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.”
Personal factors “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.”
Discussion • Succeeded in achieving aim and outcomes of module
• Overwhelming positive feedback
• Influenced 3 of FP roles – care provider, supervisor, capacity builder
• Students embraced concepts, reported changed behaviour
• Most exciting - changed attitude and practice towards teaching and learning
Attributes of competent teacher • Demonstrate passion as a teacher• Acknowledge goal of effective teaching as effective learning• Employ basic pedagogic principles• Demonstrate skills for effective lecturing and facilitating small group learning • Identify learners’ needs • Be a reflective and mindful teacher
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.
