exploring the influence of a module in teaching and learning on family physician trainees
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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 Sciences. Dr F Cilliers & Ms N Herman - Center for Teaching and Learning. Dr K von Pressentin - Langeberg Sub-district. - PowerPoint PPT PresentationTRANSCRIPT
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
Academic Year Day 2011
Faculty of Health Sciences, Stellenbosch University
Centre for Health Sciences Education
Parallel Session
17 August 2011
Dr F Cilliers & Ms N Herman - Center for Teaching and LearningDr K von Pressentin - Langeberg Sub-
district Dr F Coetzee - Malmesbury Hospital
Why equip medical registrars as teachers?
Twofold motivationImmediate:Most registrars help educate & train medical studentsotypically not prepared for this roleoquality of clinical teaching affects:
2 student perceptions2 student
performanceHammoud et al., 2004; Spickard & Corbett, 1996; Wamsley et al., 2004;
Wipf et al., 1999; Roop & Pangaro, 2001; Stern, Williams, et al. 2000
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Longer term:Ensuring appropriate preparation of next generation of leaders
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Roles of the African Family Physician
Mash (2008) SA Fam Pract 50(3):58-59
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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?
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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
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Respondent profile
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Kirkpatrick's four levels Used in Analysis of Interviews to Assess Module’s Influence
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.
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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 4bBenefits to patients/clients/students
Results
• Evidence of - change in
behaviour- perceived benefits
•Factors underlying these changes
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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
… 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.”
“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.”
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“Ek het vir die eerste keer ʼn konsep
geleer dat ‘to teach people doesn’t
mean they are learning’. Om net te
praat, jy verloor baie gou die
‘audience’. So, ek probeer dat die
gehoor deelneem aan die gesprekke,
ek probeer verskillende opinies kry
op ʼn vraag terwyl ons praat.”
“Ek help mense spesifiek met
die liggaamstaal van ʼn
praatjie, alles van die
praatjie, want mense, dokters
ken nie van voor mense praat
nie, want dis nie deel van ons
werk gewoonlik nie.”
“Dit het my maar net bewus
gemaak dat omdat, as ek nou ʼn
huisarts is, daar van my verwag
gaan word om ander mense te
leer. Ek het dit nooit so gesien
nie.”
Factors underlying these changes
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.”
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Role of context
“Hulle kan waarskynlik
die geleentheid gaan
soek. Wel, ek het, maar
ek dink party dokters is
baie oorwerk in daai
opsig. Maar miskien as
hulle spesialisposte kry
dan kan jy tyd hê om dit
te maak, want daar is
altyd mense wat
opleiding soek.”
Discussion • Succeeded in achieving aim and outcomes of module
• Influenced 3 of FP roles:
• Most exciting - changed attitude and practice towards teaching and learning
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Attributes of a competent 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.
Passion
Employ basic pedagogic
principles
Identify learners’ needs
Be a reflective
and mindful teacher
Demonstrate effective
lecturing and facilitating
small group learning
Goal: Effective Learning
