Literature review of teaching skills programs for junior medical officers

Dannaway, Jasan; Ng, Heryanto; Schoo, Adrian

doi:10.5116/ijme.5685.14da

Cited by 17 publications

(14 citation statements)

References 52 publications

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“…Residents' clinical teaching skills were suboptimal, particularly regarding their ability to promote understanding and retention. Dannaway et al 28 2016 RL 12 articles on RaT programs Multiple…”

Section: Main Objectives Conclusionmentioning

confidence: 99%

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Teaching skills for medical residents: are these important? A narrative review of the literature

et al. 2018

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INTRODUCTIONLearning medicine is not a lonely journey and is no longer a passive act. Doctors at both junior and senior levels participate in this complex process, thereby facilitating learning and consolidating and updating knowledge daily. Santos et al. 1 described facilitators as doctors who are more experienced and who thus help in the professional development of undergraduates, medical residents and their peers. These authors referred to the work of Vygotsky, 2 for whom "the learning process comes from outside sources and is conceived through individual interactions with the world". Furthermore, they postulated that the role of facilitators (preceptors) is to enable some situations in which apprentices' knowledge assimilation and production becomes transformed. The preceptor's main role is therefore to facilitate the acquisition of theory and skills by stimulating his/her pupils to make their own discoveries.Residency is characterized by in-service learning, i.e. training during practice within a scenario in which residents may become role models, in accordance with statements based on educational strategies for teaching and learning. Therefore, it is crucial to balance teaching, learning and healthcare assistance.The most remarkable characteristic of medical residency is its in-service training, in which teaching is integrated with practice scenarios, so as to build a model for physicians' ideological, ethical and professional identity. The professional competence that is expected at the end of a medical residency program needs to go beyond technical knowledge. It also encompasses skills and attitudes that show effective team capabilities, leadership, communication skills, empathy, self-control and metacognition. 3 Sternszus et al. 4 investigated the importance of resident role models in the education and career choices of medical students, in a cross-sectional survey-based study. Their study was the first to illustrate that resident role models are perceived by medical I MD. Doctoral Student, Universidade Federal de Uberlândia (UFU), Uberlândia (MG), Brazil. orcid.org/0000-0001-8413-0619 II MD. Professional Master's Student, Centro ABSTRACTBACKGROUND: There is extensive evidence, mainly from the United States and Canada, that points towards the need to train medical residents in teaching skills. Much of the "informal curriculum", including professional values, is taught by residents when consultants are not around. Furthermore, data from the 1960s show the importance of acquiring these skills, not only for residents but also for all doctors. Teaching moments can be identified in simple daily situations, like discussing a clinical situation with patients and their families, planning patients' care with the healthcare team or teaching peers and medical students. The aim here was to examine the significance of resident teaching courses and estimate the effectiveness of these courses and the state of the art in Brazil. METHODS:We conducted a review of the literature, using the MEDLINE, PubMed, SciELO and LILAC...

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Section: Main Objectives Conclusionmentioning

confidence: 99%

“…27 Kirkpatrick's outcome scale were effective ( Table 3). 28,29 The evidence supporting RaT programs appears not to correlate the time spent on training with efficiency in teaching. Even a one-hour intervention showed benefits in a study involving internal medicine residents.…”

Section: Qqs 221 Residency Program Directors Multiplementioning

confidence: 99%

Teaching skills for medical residents: are these important? A narrative review of the literature

et al. 2018

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“…Kirkpatrick's (1976) model of evaluation for educational programs outlines four levels of evidence for a program's outcomes (Kirkpatrick, 1976;Dannaway et al, 2016). These levels are 1) reactions, 2) learning, 3) behaviour, and 4) results (Kirkpatrick, 1976).…”

Section: Research Article Open Accessmentioning

confidence: 99%

A novel resident-as-teacher curriculum: the role of experiential learning and coaching

Tan¹,

Бабенко²,

England³

et al. 2017

MedEdPublish

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Background: Canadian family medicine residency programs have the challenge of training in a wide breadth of topics and competencies within a two-year program, including training residents to be effective teachers. There has been a gap in knowledge with regards to the most effective method to train residents to teach. We developed, implemented, and evaluated a novel multi-level resident-as-teacher (RAT) coaching curriculum to provide training and authentic experiences for family medicine residents in teaching medical students.

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“…27 (Table 3). 28,29 The evidence supporting RaT programs appears not to correlate the time spent on training to efficiency in teaching. Even a one-hour intervention showed benefits in a study involving internal medicine residents.…”

Section: Qqs 221 Residency Program Directors Multiplementioning

confidence: 99%

“…These are essential part in the process of continuous qualification in medical education and development of clinical teaching competencies. 27 Two scoring instruments are validated and widely used by the academic community: (1) "Standford Faculty Development Program-SFDP26", 28 (2) "System for Evaluation of Teaching Qualities-SETQ". 29 The SFDP26 was originally developed in the United States and evaluates the following teaching skills: (1) establishing the learning environment, (2) session control, (3) communicating learning goals, (4) facilitating retention and understanding, (5) evaluation of previous knowledge, (6) promoting self-directed learning, (7) giving feedback.…”

Section: -Rating Oste's Participantsmentioning

confidence: 99%

Instrução formal de médicos residentes em técnicas de ensino

Filho¹,

Nunes²

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Literature review of teaching skills programs for junior medical officers

Cited by 17 publications

References 52 publications

Teaching skills for medical residents: are these important? A narrative review of the literature

Teaching skills for medical residents: are these important? A narrative review of the literature

A novel resident-as-teacher curriculum: the role of experiential learning and coaching

Instrução formal de médicos residentes em técnicas de ensino

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