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PubMed1994

A survey of medical undergraduate community-based teaching: taking undergraduate teaching into the community.

This article summarizes the findings of a survey investigating the extent to which medical schools in the United Kingdom have developed community-based undergraduate teaching: the types of courses being run and their content; whether they are being evaluated; and how the students are assessed. Courses have been categorized under four main headings: (1) based in general practice, for teaching about general practice as a clinical specialty or using practice patients for teaching general medicine and basic clinical skills; (2) community-oriented, led by GP or community tutors; (3) specialist teaching led by hospital consultants; and (4) agency-based teaching. Twenty-eight schools responded to a written request for information and details of 83 courses were received.

Community Medicine↗

PubMed1996

Teachers' receptiveness and comfort teaching sexuality education and using non-traditional teaching strategies.

This article reports on the comfort level of 97 eighth grade teachers using non-traditional teaching strategies in sexuality education classes. Most were comfortable teaching sexuality education and undeterred by external factors such as students' religious beliefs, lack of administrative support, or parental protest. However, a quarter to a third of teachers reported never or rarely using activities such as roleplays, small-group discussions, and problem-solving exercises. Multiple regression indicated that only gender was a significant predictor of such usage. The greatest perceived barriers to teaching sexuality education and using alternative teaching strategies were lack of materials, lack of time, and difficulty with facilitation under traditional classroom structure. Although more research is needed to better understand barriers to using alternative strategies, teachers in two focus groups (n = 19) suggested 1) restructuring classroom settings to match the demands of new teaching strategies, and 2) "experience appropriate" curricula.

Adolescent↗

PubMed2004

"Learning by teaching": a peer-teaching model for diversity training in medical school.

BACKGROUND: The sociocultural medicine teaching experience examines the viability and efficacy of a peer teaching model in enhancing diversity-focused attitudes, knowledge, and skills in medicine among advanced level medical students. DESCRIPTION: This experience recruited 4th year students to facilitate diversity-focused case-based discussions for 2nd year students. Peer teachers participated in a training session that addressed personal exploration of sociocultural background, health care disparities, biosociocultural aspects of the patient case, and facilitation skills. Evaluation assessed learning outcomes, teaching experience; and attitudes, knowledge, and skills related to sociocultural medicine. EVALUATION: Paired t tests revealed a greater understanding of the relation among sociocultural background, health, and medicine (p <.05), and greater proficiency with teaching sociocultural medicine topics to peers (p <.01). Overall, peer teachers agreed the experience increased their exposure to sociocultural factors in patient care, enhanced their case conceptualization skills, and encouraged them to consider personal belief systems. CONCLUSION: Findings suggest peer teaching can be an effective model to refine knowledge, attitudes, and skills related to diversity issues in health care. The model may be a viable approach for diversity training in graduate and continuing medical education.

Attitude of Health Personnel↗

PubMed2001

Student teachers' beliefs about mentoring and learning to teach during teaching practice.

BACKGROUND: Various interpretations of mentor roles, by teacher educators and mentors, have been described in the literature on mentoring, while those of student teachers have received less attention. Therefore, this study focuses on student teachers' expectations of mentors and their own contributions to their learning process while they are supervised by a mentor. AIMS: The main aims of this study were: (1) bridging the research on mentoring and the research on higher education students' learning conceptions by investigating student teachers' beliefs about mentoring and learning to teach, and (2) comparing these beliefs to mentors' ones and recent views on mentoring and learning in order to make suggestions for improving learning to teach. SAMPLE: Thirty student teachers, graduates in various academic disciplines, participated. They were attending a one-year teacher education programme at Leiden University in the Netherlands. METHODS: Structured interviews with the student teachers were audio-taped. Firstly, categories of mentor roles and learning activities were derived from the data. These were linked, secondly, by their focus of attention and, thirdly, empirically by a homogeneity analysis (HOMALS). RESULTS: Six mentor roles, ten learning activities, and one regulation activity were combined in six foci: (1) affective aspects of learning to teach, (2) mentors' teaching styles, (3) assessment of student teachers' performance, (4) reflecting on students' lessons, (5) school context, and (6) self-regulation of learning. The HOMALS analysis yielded a process-product dimension. CONCLUSION: In this study, the student teachers' beliefs about mentoring were similar to those of mentors. Furthermore, a third of the student teachers expected themselves as thinking critically about their lessons, but nobody expected their mentors to explicate their practical knowledge underlying their teaching. Therefore, the articulation of this knowledge is indicated as an additional mentor role and will be elaborated.

Adult↗

PubMed2002

Reach out and teach someone: generalist residents' needs for teaching skills development.

BACKGROUND AND OBJECTIVES: Family practice residents and students receive substantial teaching from senior residents. Yet, we lack data about residents' needs for teaching skills development, particularly in generalist training. This multicenter, interdisciplinary study describes the learning needs of generalist residents for becoming more effective teachers. METHODS: One hundred medical students, residents, and faculty infamily medicine, internal medicine, and pediatrics participated in 11 focus groups and 4 semi-structured key informant interviews at the University of California, Irvine and the University of California, Los Angeles in 2000-2001. RESULTS: Participants agreed that resident teachers fulfill critical roles in medical education, providing powerful, skills-based teaching that can tangibly benefit both residents themselves and their junior learners. House staff often facilitate students' best learning experiences despite inherent risks in serving as teachers and professional role models. Residents need teaching skills training that prepares them to lead clinical teams and teach students essential skills that include history taking and physical examination, critical reasoning, charting, and procedures. CONCLUSIONS: Generalist residents fulfill important roles as practical clinical teachers and role models for junior learners. Future research should address how resident teachers affect learners' clinical skills, academic performance, and professionalism.

California↗

PubMed1991

Documentation of discharge teaching before and after use of a discharge teaching tool.

Newly diagnosed Type 1 diabetic patients and their parents have a great deal of complex teaching needs before discharge. Documenting the discharge teaching and planning is an important nursing responsibility. The documentation of discharge teaching ensures the highest quality of patient care. With pressures from insurance companies and diagnostic-related groups, nurses must perform extensive discharge teaching in an abbreviated time frame. A Diabetic Discharge Teaching Tool (DDTT) is an instrument that can facilitate concise documentation and assist in developing the plan of care over the ensuing hours or days.

Adolescent↗

PubMed1993

Guidelines for animal surgery in research and teaching. AVMA Panel on Animal Surgery in Research and Teaching, and the ASLAP (American Society of Laboratory Animal Practitioners).

The direct or delegated authority for activities involving animals used in research and teaching programs lies with the attending veterinarian. These duties and responsibilities cannot be abrogated by others in the organization. The veterinarian is the single individual with the broadest range of knowledge of animals used in biomedical research, testing, and teaching. Federal regulations and policy require that the Institutional Animal Care and Use Committee (IA-CUC) ensure that the use of animals will be ethically justifiable and humane and that all individuals who perform surgery on animals will be appropriately qualified and trained. The attending veterinarian also has specific responsibilities under law and must take an active role in providing this assurance. In recognition of this, the Council on Research of the AVMA created a Panel on Animal Surgery in Research and Teaching to develop a report on guidelines for performing animal surgery in a research or teaching setting. Drafts of the panel report were sent through an extensive review process that included representative groups in veterinary medicine, human health, government, biomedical research, and animal welfare. The report of the panel was referred to the American Society of Laboratory Animal Practitioners (ASLAP). As an organization, the major focus of which is the role of the veterinarian in research using animals, it is appropriate that the ASLAP further refine this report into a set of guidelines for the research community. The ASLAP committee wishes to acknowledge the AVMA for recognizing the need for these guidelines and providing the financial support to convene the initial panel. This document was compiled with expectations for change in future revisions. Intended to complement other pertinent guidelines and regulations on animal surgery, these guidelines are designed to help individuals charged with the stewardship of animals used in research and teaching.

Anesthesia↗

PubMed2005

Reciprocal peer teaching: students teaching students in the gross anatomy laboratory.

Three common instructional strategies used to teach gross anatomy are lecture, discovery or inquiry-based learning, and cooperative learning. One form of cooperative learning, called reciprocal peer teaching (RPT), illustrates circumstances where students alternate roles as teacher and student. By assuming the responsibility of teaching their peers, students not only improve their understanding of course content, but also develop communication skills, teamwork, leadership, confidence and respect for peers that are vital to developing professionalism early in their medical careers. Traditionally in our Anatomy department, students dissect the entire body using a standard dissection manual. More non-traditionally, however, we have increased cooperative learning in the dissection laboratory by involving students in a series of supplementary RPT activities. During these exercises, 10% of the class practiced their demonstration with course instructors until the students felt prepared to demonstrate the exercise to their classmates. We designed one peer demonstration emphasizing three to six teaching objectives for most of the 40 dissection units. This resulted in a compendium of peer demonstrations for implementation throughout the course. The multitude of diverse exercises permitted each student many opportunities to teach their peers. A debriefing questionnaire was administered at the end of the course demonstrating that 100% of students agreed the RPT experience increased their understanding of the topics they taught and 97% agreed it increased their retention of information they taught to their peers. In addition, 92% agreed that RPT improved their communication skills, which can be applied beyond anatomy to their careers as future physicians.

Anatomy↗

PubMed2007

Teaching adolescents and adults about adjudicative proceedings: a comparison of pre- and post-teaching scores on the MacCAT-CA.

The current study investigated whether teaching was associated with improved legal understanding among adolescents and adults. Participants included 927 youth and 466 young adults, who completed the MacArthur Competence Assessment Tool-Criminal Adjudication, the Massachusetts Youth Screening Instrument-Second Version, and the Wechsler Abbreviated Scale of Intelligence. Adolescents aged 13 and younger were less likely than older individuals to improve with teaching. IQ score was positively associated with improvements following teaching, and individuals from ethnic minority groups showed greater improvements following teaching than non-Hispanic Caucasians. The implications of these findings are discussed.

Adolescent↗

PubMed1994

Teaching and learning clinical skills, Part 2--Development of a teaching model and schedule of skills development.

In Part 1 of this paper the development of a multidisciplinary Skills Centre in a London teaching hospital, and the Clinical Skills Matrix, a composite list of skills required by nurses and doctors was described. Part 2 describes how a model for skills teaching, the Integrated Skills Teaching Model, was developed in order to provide a framework for teaching within the centre. This work and that of Alavi et al (1991) led to the development of a Schedule of Skills Development. This identifies the skills to be acquired and indicates the level of performance at specific stages throughout the Project 2000 programme. The schedule provides a comprehensive overview of skill development for teachers, students and clinical staff.

Clinical Competence↗

PubMed2004

[Online bedside teaching: multimedia, interactive and case-based teaching scenarios in dermatology].

The MeduMobile project or Mobiler Campus Charité was started in the beginning of 2003 to evaluate new, multimedia supported teaching and learning scenarios. The project focuses especially on acute and rare diseases to which students usually have are very limited access. During the teaching sessions the MeduOnCall team and the academic teacher communicate with the students who are equipped with individual notebooks through a wireless net. In dermatology the MeduMobile project focused in summer 2003 and winter 2003/2004 on bedside teaching. Despite some technical difficulties in the beginning the project was well received by teachers and students. The possibility of simultaneous online searches by Internet as well as the possibility to include photographs depicting the course of the skin disease was felt to be one of the main advantages of this project. Based on these positive experiences an attempt will be made to integrate the project further into the regular teaching of the Charite.

Case-Control Studies↗

PubMed1995

A comparison of costs in Australian public teaching, public non-teaching and private hospitals.

This paper compares costs for caring for patients according to common diagnosis groups in Australian public teaching, public non-teaching and private hospitals. Generally, the costs for general surgical procedures are highest in public teaching hospitals, followed by public non-teaching hospitals, and are lowest in private hospitals. However, the private sector is more expensive than the public sector for obstetric activities. The reasons for the differences appear to be the much higher 'overheads' in the public sector than in the private sector, and the longer hospital stay for obstetric patients in private hospitals. Managers of individual hospitals should examine the data in detail to determine if alternative approaches are appropriate.

Australia↗

PubMed2003

Long-term retention of teaching skills after attending the Teaching Improvement Project: a longitudinal, self-evaluation study.

In order to test retention of teaching skills acquired on a two-day Teaching Improvement Project course 94 participants from 12 courses were pre-tested using a sef-evaluation questionnaire and then re-tested with the same questionnaire, between one and two years after course attendance. With a 77% post-course response rate significant differences were measured in participants' self-evaluation of their teaching skills, particularly in the use of learning objectives, structuring learning, questioning techniques and self-confidence. A control, 'demonstrating practical procedures', which was not part of the course, showed no significant difference. Many free comments indicated that teachers had used their new teaching skills with students, that they were more confident as teachers and that they felt their students had benefited from their teacher training. A smaller number of comments suggested some teachers had become more reflective.

Education, Medical↗

PubMed2005

Competency based teaching: the need for a new approach to teaching clinical skills in the undergraduate medical education course.

This paper will argue that undergraduate medical courses are failing to provide students with adequate training in the area of clinical skills. Some of the reasons for this failure include changes in the health system leading to increasing commitments for clinicians, fewer patients as clinical case examples and limitations in current teaching methods. Current clinical teaching methods measure progress through completion of clinical "blocks" of learning and one-off clinical examinations. This paper offers an alternative approach to clinical teaching in undergraduate medicine. In this approach, each student's progress is measured through the attainment of a predetermined level of competency in dealing with a range of clinical conditions. Some of the benefits of a new approach to clinical teaching in undergraduate medicine include flexibility for both students and clinicians in terms of when and where clinical learning can occur, a significant emphasis on active learning, and increased generalization and integration of learning.

Clinical Competence↗

PubMed1998

Teaching portfolios: reflecting upon and improving teaching.

A number of benefits can be seen for academic medical faculty and their learners as a result of using the teaching portfolio to focus on faculty's work as educators. While the portfolio's initial purpose may be to document the extent and quality of teaching, thoughtful reflection on and documentation of the process and outcomes of teaching can lead faculty to advance in their teaching skills as medical practitioners who are charged with inducting new learners into the profession.

Documentation↗

PubMed2005

Teaching evidence-based medicine: should we be teaching information management instead?

To encourage high-quality patient care guided by the best evidence, many medical schools and residencies are teaching techniques for critically evaluating the medical literature. While a large step forward, these skills of evidence-based medicine are necessary but not sufficient for the practice of contemporary medicine. Incorporating the best evidence into the real world of busy clinical practice requires the applied science of information management. Clinicians must learn the techniques and skills to focus on finding, evaluating, and using information at the point of care. This information must be both relevant to themselves and their patients as well as being valid. The authors discuss the need to teach the applied science of information management along with, or perhaps even instead of, teaching the basic science of evidence-based medicine. All students, residents, and practicing physicians need three skills to practice the best medicine: the ability to select foraging--"keeping up"--tools that filter information for relevance and validity, the skill to select and use a hunting--"just in time"--information tool that presents prefiltered information easily and in a quickly accessible form at the point of care, and the ability to make decisions by combining the best patient-oriented evidence with patient-centered care, placing the evidence in perspective with the needs and desires of the patient. This teaching of information management skills will prepare students and residents for a practice of medicine that requires lifelong learning.

Competency-Based Education↗

PubMedDate not supplied

Peer mentoring for reflective teaching: a model for nurses who teach.

Given the variety of forums and audiences that post-baccalaureate and masters-prepared nurses address, nurse educators need to introduce students to models for developing teaching expertise over the course of their professional lives. The authors introduce such a framework, called Peer Mentoring for Reflective Teaching. The framework enhances teaching skills through consultation with peer mentors to help nurses design relevant learning experiences and reflect on the planning and presentation of teaching episodes.

Cognition↗

PubMed1997

Reforming deaf education. A paradigm shift from how to teach to what to teach.

The 1980s and 1990s have witnessed increased public attention to the quality of the education provided to America's students. Much of this attention has focused on the quality of the school curriculum and the teacher's knowledge and ability to teach this curriculum. This article reviews curriculum reform in regular education and the need for this field, the education of students who are deaf and hard of hearing, to address similar concerns. Education of deaf and hard of hearing students has long focused on the question of how we teach deaf students. Reforms in education demand that the question of what we teach deaf students should also be addressed. As in regular education, a major issue is whether teachers are knowledgeable of the subject matter and related pedagogy in the subjects they teach. This article reports on the results of a survey of school administrator's views on teacher's subject matter competencies. Implications for certification, standards in teacher education, and inservice strategies are discussed. Recommendations are made for curriculum reform and strategies for improving teachers' subject matter competencies.

Curriculum↗