Addressing the needs of clinical teachers: action research

Arena, Gina; Arnolda, Leonard F; Lake, Fiona

doi:10.1111/j.1743-498x.2008.00217_1.x

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…Similarly, in the spirit of action research, the phenomenon being studied evolved as a result of the early findings. For example, as a result of initial interviews that highlighted the importance of providing ‘protected’ time for self‐assessment and feedback, we implemented scheduled faculty times for feedback, which coloured future interview findings.…”

Section: Discussionmentioning

confidence: 99%

Faculty feedback that begins with resident self-assessment: motivation is the key to success

et al. 2017

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Self-determination theory provided the clearest lens for framing our findings and fitted into a conceptual model linking the quality of the SAFF experience and residents' motivational loci. We identified several study limitations including time in the field, evolving characteristics of the SAFF programme and the absence of faculty voices. We believe that by better understanding residents' experiences of SAFF, educators may be able to tailor the feedback process, enhance clinical performance and ultimately improve patient care.

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Section: Discussionmentioning

confidence: 99%

Faculty feedback that begins with resident self-assessment: motivation is the key to success

et al. 2017

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“…The clinical teachers in this study further emphasised a need for greater professional development initiatives from the FMHS medical programme. Teach the teacher series incorporated to address the needs of clinical educators have been formally implemented overseas (Arena, Arnolda & Lake 2008;Lake 2004) and have become an informal activity within the upper north island of New Zealand (Henning, Hazell & Shulruf 2011, January 29). Some of the areas being addressed include how to teach when busy, using appropriate pitch, developing assessment tools, and harnessing effective feedback systems (Henning, Hazell & Shulruf 2011, January 29).…”

Section: Professional Developmentmentioning

confidence: 99%

“…To ensure clinical teachers acquire these ideal characteristics, there have been several teach the teacher initiatives to address problems related to clinical teacher proficiency (Johansson, Skeff & Stratos 2009;Schwartz 2010;Molenaar et al 2009;Masunaga & Hitchcock 2010). Teach the teacher initiatives (Arena, Arnolda & Lake 2008;Lake 2004) are crucial to developing strong education and research-based links between the universities and the hospital learning environment and these links can build on administrative networks already in place (Henning, Hazell & Shulruf 2011, January 29).…”

Section: Introductionmentioning

confidence: 99%

Clinical teachers working in hospitals: a New Zealand perspective

Henning

Pinnock

Bagg

et al. 2012

SE Asian Jnl Med Educ

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Introduction: The perceptions and actions of clinical teachers working in hospitals influence their teaching, how their students' learn and the clinical learning environment. The research question was, "what are the views of clinical teachers in relation to what needs to be changed in the School of Medicine?" Materials and methods: A total of 80 hospital clinical teachers involved in teaching general medicine, obstetrics and genecology, paediatrics, psychiatry, and surgery contributed to this study. The teachers were self-selected and expressed their perceptions in response to an open-ended question, 'If you could change three things about medical school -what would they be?' To derive meaning from the open-ended comments the Colaizzi phenomenological method was adapted. Additionally, six items were constructed to allow teachers to rate their level of agreement on key areas of teaching.Results: The clinical teachers' commentaries indicated that the main themes were in areas of curriculum and selection of students, teaching, service and research commitments, and professional development. The level of agreement data supported the commentaries and showed no differences across the clinical disciplines.Discussion: The findings of this study affirmed the need for further cohesion between the medical programme and the hospitals in terms of directing and integrating the curriculum. It is imperative that non-faculty clinician teachers have allocated time to teach and are rewarded for their work. Teach the teacher initiatives need to be developed to assist clinical teachers in meeting their teaching responsibilities in their hospital settings.

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“…The clinical teachers in this study further emphasised a need for greater professional development initiatives from the FMHS medical programme, and such initiatives will likely be welcomed by the less experienced teacher who expressed less confident ratings than their more experienced peers. 'Teach the teacher' series have been formally implemented overseas 35,36 and have become an informal activity within the upper North Island 37 and elsewhere in NZ. 24,38 Gallagher and Pullon suggest that such workshops allow an "uncommon opportunity to interact with the university, and to indicate what organisational improvements could be made to enhance their teaching roles".…”

Section: Professional Developmentmentioning

confidence: 99%

Clinical teachers working in primary care: what would they like changed in the medical school?

Hawken

Henning²,

Pinnock³

et al. 2011

J Prim Health Care

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INTRODUCTION: General practitioners (GPs) working as clinical teachers are likely to influence medical students’ level of community-based learning. This paper aimed to ascertain clinical teachers’ views in relation to The University of Auckland about their clinical learning environment. METHOD: A total of 34 clinical teachers working in primary care contributed to this study. To gauge their level of involvement in teaching and learning, the clinical teachers were asked about issues such as their confidence, available time, sufficient clinical learning opportunities, clear learning objectives to teach students and what they would like changed. FINDINGS: The GPs appeared confident, felt there were sufficient learning opportunities for students and that their students were part of the team. Less experienced teachers expressed less confidence than more experienced peers. There was some hesitancy in terms of coping with time and feedback. Some clinical teachers were unclear about the learning objectives presented to students. CONCLUSION: Several issues that emerged—including available time and financial rewards – are difficult to resolve. Curriculum and selection are evolving issues requiring constant monitoring and alignment with increasing numbers of students studying medicine, increased ethical awareness, more diverse teaching systems and more advanced technologies. Non-faculty clinicians need adequate representation on curriculum committees and involvement in clinical education initiatives. Issues of cultural competency and professional development were raised, suggesting the need for more established links between university and GPs. KEYWORDS: Primary health care; clinical teaching; general practitioners

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Addressing the needs of clinical teachers: action research

Cited by 6 publications

References 10 publications

Faculty feedback that begins with resident self-assessment: motivation is the key to success

Faculty feedback that begins with resident self-assessment: motivation is the key to success

Clinical teachers working in hospitals: a New Zealand perspective

Clinical teachers working in primary care: what would they like changed in the medical school?

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