A review of the evaluation of clinical teaching: new perspectives and challenges *

Snell, Linda; Tallett, Susan; Haist, Steven A.; Hays, Richard D.; Norcini, John J.; Prince, Katinka J.A.H.; Rothman, Arthur I.; Rowe, Richard C.

doi:10.1046/j.1365-2923.2000.00754.x

Cited by 132 publications

(114 citation statements)

References 31 publications

Supporting

Mentioning

103

Contrasting

Unclassified

Order By: Relevance

“…They can be used for performance appraisal and promotion up the academic ladder (Cashin 1999;Berk 2005;Ramani 2006), but also to improve teaching practice (Snell et al 2000). In a review study, Marsh and Roche found evidence of the usefulness of students' evaluations in improving teaching effectiveness, provided the utilised instruments were thoroughly validated (Marsh & Roche 1997).…”

Section: Introductionmentioning

confidence: 99%

“…Most authors of these recent publications agree that performance evaluations can not only help teachers to identify areas for improvement (Snell et al 2000;Morrison 2003), but also stimulate them to reflect on their teaching practice and plan concrete actions for improvement as part of a faculty development programme (Seldin 2006;Arreola 2007). Many of them have endorsed the importance of reflection for enhancing professional growth (Hatton & Smith 1995;Ward & McCotter 2004;Korthagen & Vasalos 2005;Tigelaar et al 2006;Watts & Lawson 2009).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Peer group reflection helps clinical teachers to critically reflect on their teaching

et al. 2011

View full text Add to dashboard Cite

Background: Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. Aim: We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. Method: In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Results: Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Conclusions: Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Peer group reflection helps clinical teachers to critically reflect on their teaching

et al. 2011

View full text Add to dashboard Cite

show abstract

“…Nous avons donc besoin que les enseignants reconnaissent la valeur des formations et les recommandent à leurs collègues. Nous renvoyons le lecteur aux travaux de Goldie [153] pour une description des diffé-rents outils d'évaluation des programmes de formation et à ceux de Snell et al [154] pour une discussion sur les principes relatifs à l'évaluation des formations cliniques.…”

Section: éValuer L'efficacité Du Programme Et Donner Du Feed-backunclassified

Développement professoral : hier, aujourd’hui et demain Guide AMEE n°36

McLean¹,

Cilliers

Wyk

2014

Pédagogie Médicale

View full text Add to dashboard Cite

Résumé -Contexte : L'éducation médicale a évolué de telle façon que chacun s'accorde à la considérer comme une discipline en elle-même. Face aux attentes légitimes du public envers les facultés de médecine en ce qui concerne leurs responsabilités, il y a actuellement une demande croissante pour une professionnalisation des pratiques d'enseignement. À ce titre, il est nécessaire de développer un cadre conceptuel pour définir les rôles et responsabilités des enseignants, des chercheurs et des leaders en pédagogie des sciences médicales. C'est en cela que le développement professoral peut être utile. Ce n'est cependant pas une tâche facile ; cela nécessite un soutien institutionnel, l'allocation de ressources appropriées et la reconnaissance de l'importance de l'excellence en enseignement. Objectif : Ce guide a été conçu afin d'aider ceux qui ont la responsabilité de préparer les enseignants dans leurs rôles d'enseignant et de pédagogue, que ce soit en médecine ou dans les autres sciences de la santé proches et alliées. Exégèse : Ce guide présente une perspective historique du développement professoral, et met en évidence un certain nombre de cadres conceptuels issus de la littérature médicale, des Keywords Faculty development; medical education; scholarship sciences de la santé, des sciences de l'éducation, qui sont autant de perspectives susceptibles d'être pertinentes et utiles pour définir des programmes de développement professoral spéci-fiques et centrés sur les besoins. Ces différents cadres conceptuels peuvent être utilisés par les concepteurs de programmes pour planifier, implanter et évaluer de façon systématique les programmes de développement professoral de leurs équipes d'enseignants. La conclusion présente les grandes tendances actuelles en éducation médicale qui, nous le croyons, contribueront à façonner le développement professoral des années à venir. RÉFÉRENCES Abstract -Bakcground:Medical education has evolved to become a discipline in its own right. With demands on medical faculties to be socially responsible and accountable, there is now increasing pressure for the professionalisation of teaching practice. Developing a cadre of professional and competent teachers, educators, researchers and leaders for their new roles and responsibilities in medical education requires faculty development. Faculty development is, however, not an easy task. It requires supportive institutional leadership, appropriate resource allocation and recognition for teaching excellence. Objective: This guide is designed to assist those charged with preparing faculty for their many new roles in teaching and education in both medical and allied health science education. Exegesis: This guide provides a historical perspective of faculty development and draws on the medical, health science and higher education literature to provide a number of frameworks that may be useful for designing tailored faculty development programmes. These frameworks can be used by faculty developers to systematically plan, implement and evaluate their...

show abstract

“…They can be supported to do so effectively by evaluating clinical teaching and providing them with feedback on their clinical teaching performance (Snell et al 2000). In this process, four steps are understood to be involved: (1) assessing the performance, (2) providing assessment feedback, (3) reflection and decision-making and (4) using feedback for learning and change (Sargeant et al 2009).…”

Section: Introductionmentioning

confidence: 99%

“…A variety of assessment instruments is available, the most prevalent one being the completion of a standardized teacher-rating form by learners (Snell et al 2000;Beckman et al 2003;Fluit et al 2010). In choosing a questionnaire, it is essential that it is valid, reflects relevant teacher tasks, and is based on theory of learning.…”

Section: Introductionmentioning

confidence: 99%

Residents provide feedback to their clinical teachers: Reflection through dialogue

et al. 2013

View full text Add to dashboard Cite

Background: Physicians play a crucial role in teaching residents in clinical practice. Feedback on their teaching performance to support this role needs to be provided in a carefully designed and constructive way. Aims: We investigated an evaluation system for evaluating supervisors and providing formative feedback. Method: In a design based research approach, the 'Evaluation and Feedback For Effective Clinical Teaching System' (EFFECT-S) was examined by conducting semi-structured interviews with residents and supervisors of five departments in five different hospitals about feedback conditions, acceptance and its effects. Interviews were analysed by three researchers, using qualitative research software (ATLAS-Ti).Results: Principles and characteristics of the design are supported by evaluating EFFECT-S. All steps of EFFECT-S appear necessary. A new step, team evaluation, was added. Supervisors perceived the feedback as instructive; residents felt capable of providing feedback. Creating safety and honesty require different actions for residents and supervisors. Outcomes include awareness of clinical teaching, residents learning feedback skills, reduced hierarchy and an improved learning climate. Conclusions: EFFECT-S appeared useful for evaluating supervisors. Key mechanism was creating a safe environment for residents to provide honest and constructive feedback. Residents learned providing feedback, being part of the CanMEDS and ACGME competencies of medical education programmes.

show abstract

A review of the evaluation of clinical teaching: new perspectives and challenges *

Cited by 132 publications

References 31 publications

Peer group reflection helps clinical teachers to critically reflect on their teaching

Peer group reflection helps clinical teachers to critically reflect on their teaching

Développement professoral : hier, aujourd’hui et demain Guide AMEE n°36

Residents provide feedback to their clinical teachers: Reflection through dialogue

Contact Info

Product

Resources

About