ECME Essential Course for

Medical Educator“12 Expected Outcomes”

!!!!!

Rajin Arora, MD ECME Course Director

“It goes without saying that no man can teach successfully

who is not the same time a student” !

Sir William Osler, 1849-1919

Welcome to ECME

The evolution of FD

1970s Behavioural theories

Write measurable outcomes

Table of specification

Exercises and feedback

Evaluate learners behaviours

McLean M, et al. 2008

The evolution of FD

1980s Cognitive theories

Activate prior knowledge

Scaffolding of new knowledge

Activities/ engagement/ understanding

McLean M, et al. 2008

The evolution of FD

1990s Social learning theories Student-centered learning

PBL/ Collaborative learning

Professionalism/ role model

Community-based

Cores/ electives

EBM

McLean M, et al. 2008

The evolution of FD

1990s Social learning theories CME/ life-long learning

Reflective practitioner

Learning environment

Peer assessment

Assessment innovations

Med Ed researchMcLean M, et al. 2008

The evolution of FD

2000s Professionalism Patient-centered education

Early clinical exposure/ integration

Authentic learning and assessment

Patient safety

Portfolios

Outcome-based/ competency-based

ICT, internet, virtual Med school

McLean M, et al. 2008

The evolution of FD

2000s Professionalism Bioethics

Cultural diversity

Accreditation

BEME

Reflection

Self-assessment

Med Ed units/ educator training

McLean M, et al. 2008

How to deliver

different contents

to different people?

Just-for-you &

Just-in-time education

4 Phases of Faculty Development

Orientation

Generic skills for teachers

Specific competency for different COPs - e.g. clinical teaching, PBL, assessment, standard setting, mentor

Educational leadership - Educator and administrator.

Benor DE. Med Teach 2000; 22(5): 503-512.

Excellence Teacher Competencies

A

B

C

Doing the right thing

Doing thing right

Right person doing it

Hesketh EA, et al. Med Educ 2001; 35(6): 555-64.

A: ’Doing the right thing’ - What a teacher is able to do 1. Teach large and small groups

2. Teach in a clinical setting

3. Facilitate and manage learning

4. Plan learning

5. Develop learning and work with resources

6. Assess trainees

7. Evaluate courses and undertake research in education

Excellence Teacher Competencies

Hesketh EA, et al. Med Educ 2001; 35(6): 555-64.

B: ‘Doing the thing right’ - How teacher approaches teaching

8. Intellectual intelligence: understand principles of education

9. Emotional intelligence: appropriate attitude, ethics, legal

10.Analytical & creative intelligence: appropriate decision-making skill, BEME

Excellence Teacher Competencies

Hesketh EA, et al. Med Educ 2001; 35(6): 555-64.

C: ’Right person doing it’ - Doctor as a professional teacher

11.Role of teacher in health service and university: balance between service, teaching, research, quality management, administration

12.Continuous personal development

Excellence Teacher Competencies

Hesketh EA, et al. Med Educ 2001; 35(6): 555-64.

ECME Course Delivery

“The greatest difficulty in life is to make knowledge effective,

to convert it into practical wisdom” !

Sir William Osler, 1849-1919

Key features of FDP success

Experiential learning: workshops, hands-on, practice

Promote reflection

Value of feedback: in and after class

Important of peers: social learning

Adult learning theory

Multiple instructional methods.

Steinert Y, et al. BEME Guide No. 8. Med Teach 2006; 28(6): 497-526.

ENJOY TEACHING !