Teacher expertise from a veterinary pespective
Stephan Ramaekers & Tobias Boerboom
This symposium
a. What is an expert teacher?
b. How does teacher expertise develop?
c. How can this development be measured?
Veterinary medicine
1. Features of expert teaching?
Able to execute particular tasks (related to teaching) effectively:•Design or choose learning materials, assignments, etc.•conduct classes, handle a variety of didactical formats effectively, etc.•Evaluate and assess •Organize work, collaborate with colleagues, etc.
2. Features of expert teaching?
Successful in supporting students, in ways that have a substantial, positive influence on how students think, act and feel:a.Knowledgeable about their subjects and current developments, able to clarify complex issues, recognize complexitiesb.Support active learning: use authentic problems, facilitate trial/exploration, allow error, challenge ideas / rethink assumptions, provide feedback/-forward c.Combine high expectations and strong trust in their students
3. Features of expert teaching?
Ability to fulfill a variety of roles and adjust their role and interactive behavior to the learning process and student’ needs …
Clinical learning environment
Main faculty roles:1.Clinical doctor2.Researcher3.Teacher
Clinical learning environment
The clinical teacher’s effectiveness is often hindered by contextual constraints
Spencer 2003, Dolmans 2004, Prideaux 2000, Ramani 2008
Ad hoc situations
Time limits
Learning opportunities Owner expectations
Administrative duties
Research interests
Patient safetyStudent ambitionsInexperience
Assumption
‘Teacher expertise’ is closely related to concurrent fulfillment of all roles (in the context of workplace learning, while dealing with competing demands)
Spencer 2003
More focus on development Clin. Teachers
• Providing clinical teachers with feedback is an important part of faculty development
• Therefore you need an instrument that is:• Valid• Reliable• Structural applicable• Acceptable for it’s users
Litzelman 1998, Copeland 2000, Snell 2000, Stalmeijer 2008, Lombarts 2009
SET-QCTEI STANFORD
THEORY(?) MCTQ
in specific context
Maastricht Clinical Teaching Quest.
Modelling: The teacher demonstrates, thinks aloud, acts as a role model
Coaching: The teacher observes, provides feedback, motivates
Scaffolding: The teacher supports, determines the level of competence, gradual reduces support
Articulation: The teacher stimulates students to ask questions, asks questions, (about their own acting)
Maastricht Clinical Teaching Quest.
Reflection: The teacher stimulates students to reflect
Exploration: The teacher stimulates students to set learning goals
Learning climate: The teacher creates a safe learning climate
MCTQ research question
• Questionnaire based on the Cognitive Apprenticeship Model
• 6 + 1 domains:• Modelling• Coaching• Scaffolding• Articulation• Reflection• Exploration +
• Learning Climate
Collins 1991, Stalmeijer 2008
Valid in medical context!
Valid in veterinary context?
Sources of validity evidence studies
I Content
• MCTQ based on theory• Research with stakeholders
II Response process
III Internal structure IV Relations
• 7 pilot studies• 28 students
• Data collection• CFA• Generalizability study• Multi level
• Overall satisfaction and other relevant variables
AERA 1999, Beckman 2004, 2005, Byrne 2001, Stalmeijer 2008
V Consequences
• The effect of the evaluation on the clinical teachers
Results
II Response process (pilot studies):• Useful and relevant instrument• Minor alterations to wording and instruction• Web-based questionnaire safest collection method
III Internal structure:CFA: Five 3-item domains GeneralizabilityClimate (α = .96) 6-8 evaluations overall
scoreModelling (α = .86) 10-12 evaluations domain scoreCoaching (α = .87)Articulation (α = .88) Multi levelExploration (α = .90) Between-teacher differences
important
IV Relations:Correlations with overall satisfaction score: 0.58 < r < 0.84
Study - Consequences
Ward 2004, Korthagen 2005, Smither 2005, Sargeant 2008
FEEDBACK
IMPROVEMENT
REFLECTION
Study - consequences
Feedback Facilitation
POST-MEASUREMENT (>6 per teacher)
Self-assessment
Reflection assignment
Reflection meeting
Feedback report
CONTROL
FFS1 (N=14) FFS2 (N=12) Control (N=15)
PRE-MEASUREMENT (>6 per teacher)
Regression analyses
Study Consequences - Qualitative• A feedback facilitation strategy (FFS) helps clinical
teachers to reflect on their student rating feedback.
• Adding peer group reflection results in deeper, more critical reflection and more concrete plans for change.
Feedback Facilitation
Quality of reflection
Self-assessment
Reflection assignment
Reflection meeting
Feedback report
Study Consequenses - Regression
FFS1Positive effects (p<0.05) on:•Overall satisfaction•Climate•Modelling•Coaching
FFS2Additional positive effects (p<0.05) on:•Articulation•Exploration
Compared to the control-group:
Research conclusions• The MCTQ is a valid and reliable instrument for the evaluation
of veterinary clinical teachers. Between teacher differences have a significant effect on MCTQ scores.
• Providing clinical teachers with MCTQ feedback, facilitated through self-assessment, a feedback report and a pre-structured reflection report leads to deeper reflection and the formulation of alternatives for teaching practice. Adding a peer group reflection to the feedback facilitation enhances this process.
• MCTQ feedback in combination with a facilitation strategy has a positive effect on the teachers’ MCTQ scores as compared to teachers who did not receive students’ feedback.
Conclusionsa. What is an expert (clinical) teacher?• Switch naturally between (competing) roles• Teaching through Cognitive Apprenticeship
Explicitation Role• Able to reflect on feedback
b. How can this development be measured?•Using the MCTQ Validated, theory based instrument
c. How does teacher expertise develop?• Through measurement, feedback, feedback
facilitation and reflection
Thank you for your attention