Preparing teachers for competency-based medical education: Fundamental teaching activities

Walsh, Allyn; Koppula, Sudha; Antao, Viola; Bethune, Cheri; Cameron, Stewart; Cavett, Teresa; Clavet, Diane; Dove, Marion

doi:10.1080/0142159x.2017.1394998

Cited by 49 publications

(55 citation statements)

References 16 publications

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“…Game-based teaching and learning is a participatory educational approach in which students brainstorm together to solve problems. Studies indicated that teaching activities involving games stimulate active learning and enhance learning motivation and outcomes [5,[21][22][23][24].…”

Section: Game-based Teachingmentioning

confidence: 99%

“…Gee [25,26] stated that a successful game-based teaching approach features the following characteristics: (1) Identification, wherein participants establish a sense of identification in the game; (2) interaction; (3) risk-taking, that is, compared with real life, failing in a game does not incur serious consequences, thereby giving participants the freedom to take risks; (4) autonomy, that is participants have control over the game; (5) well-ordered problems, that is, the game is properly designed to include problems that are related and that enable participants to gradually grow and develop; (6) challenging, whereby the game is designed to have problems that challenge the existing professional knowledge of students; (7) instant feedback, whereby students instantaneously obtain necessary information to improve their ability of critical thinking; (8) situated and meaningful learning, that is, students can learn new concepts through game scenarios; (9) pleasantly frustrating; (10) exploration, in-depth understanding, and rethinking, whereby the game forces players to expand contextual knowledge to conduct comprehensive and in-depth thinking; (11) opportunities and environment for team-work; and (12) problem-based learning, where game-based teaching is also a type of problem-based learning which develops the problem-solving abilities of students. The instant feedback from the game helps students to improve and apply their problem-solving skills.…”

Section: Game-based Teachingmentioning

confidence: 99%

“…In addition, because of rapid changes in society and living environments, various educational and learning method reforms have been proposed worldwide. Newly emerged competency-based medical education (CBME) demands the innovation of education and curricula [3][4][5]. Competency has become a prominent education concept in the field.…”

Section: Introductionmentioning

confidence: 99%

“…Competency has become a prominent education concept in the field. CBME emphasizes the integration of knowledge, attitudes, and skills and the application of these to real life and medical practices [4][5][6][7]. Integrating gender education with CBME requires more research and practical teaching experience.…”

Section: Introductionmentioning

confidence: 99%

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Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching

Yang

2019

IJERPH

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How, apart from by conveying professional knowledge, can university medical education nurture and improve the gender competency of medical students and thereby create an LGBT+ friendly healthcare environment? This study explored the use of game-based teaching activities in competency-based teaching from the perspective of competency-based medical education (CBME) and employed a qualitative case-study methodology. We designed an LGBT+ Health and Medical Care course in a medical school. Feedback was collected from two teachers and 19 medical students using in-depth interviews and thematic analysis was used to analyze the collected data. The findings of this study were as follows: (1) Games encouraged student participation and benefited gender knowledge transmission and transformation through competency learning, and (2) games embodied the idea of assessment as learning. The enjoyable feeling of pressure from playing games motivated students to learn. Using games as both a teaching activity and an assessment tool provided the assessment and instant feedback required in the CBME learning process. Game-based teaching successfully guided medical students to learn about gender and achieve the learning goals of integrating knowledge, attitudes, and skills. To fully implement CBME using games as teaching methods, teaching activities, learning tasks, and assessment tools, teachers must improve their teaching competency. This study revealed that leading discussions and designing curricula are key in the implementation of gender competency-based education; in particular, the ability to lead discussions is the core factor. Game-based gender competency education for medical students can be facilitated with discussions that reinforce learning outcomes to achieve the objectives of gender equality education and LGBT+ friendly healthcare. The results of this study indicated that game-based CBME with specific teaching strategies was an effective method of nurturing the gender competency of medical students. The consequent integration of gender competency into medical education could achieve the goal of LGBT+ friendly healthcare.

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Section: Game-based Teachingmentioning

confidence: 99%

Section: Game-based Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching

Yang

2019

IJERPH

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“…Steinert has defined struggling learners as medical trainees who do “not meet the expectations of a training program” 2. Such trainees, who experience more difficulties, often pose an even greater challenge to clinical teachers, since these learners warrant closer supervision,3 which may be time-consuming and compete with time spent on patient care, but may also require specific teaching skills 4. As a result, the supervision of struggling learners has been associated with reactions from clinical teachers ranging from helplessness to frustration and avoidance,2,5 as clinical teachers often perceive that they are ill equipped to supervise these learners efficiently 6…”

Section: Introductionmentioning

confidence: 99%

Is there a way for clinical teachers to assist struggling learners? A synthetic review of the literature

Boileau¹,

St‐Onge²,

Audétat³

2017

AMEP

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Struggling medical trainees pose a challenge to clinical teachers, since these learners warrant closer supervision that is time-consuming and competes with time spent on patient care. Clinical teachers’ perception that they are ill equipped to address learners’ difficulties efficiently may lead to delays or even lack of remediation for these learners. Because of the paucity of evidence to guide best practices in remediation, the best approach to guide clinical teachers in the field remains to be established. We aimed to present a synthetic review of the empirical evidence and theory that may guide clinical teachers in their daily task of supervising struggling learners, reviewing current knowledge on the challenges and solutions that have been identified and explored. A computerized literature search was performed using Medline, Embase, Education Resources Information Center, and Education Source, after which final articles were selected based on relevance. The literature reviewed provided best evidence for clinical teachers to address learners’ difficulties, which is presented in the order of the four steps inherent to the clinical approach: 1) detecting a problem based on a subjective impression, 2) gathering and documenting objective data, 3) assessing data to make a diagnosis, and 4) planning remediation. A synthesized classification of pedagogical diagnoses is also presented. This review provides an outline of practical recommendations regarding the supervision and management of struggling learners up to the remediation phase. Our findings suggest that future research and faculty development endeavors should aim to operationalize remediation strategies further in response to specific diagnoses, and to make these processes more accessible to clinical teachers in the field.

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A Critical Appraisal of the New Competency-Based Medical Undergraduate Curriculum in Biochemistry

2022

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y shall be able to use in their day-to-day work, which shall ultimately help benefit patient care and the society at large. Keywords Competency based medical education • curriculum • biochemistry • undergraduate Indian Medical Graduate Context that Necessitates the ReviewThe "traditional" undergraduate medical curriculum in India had remained discipline-based education, teacher centered, with a focus on knowledge acquisition and single time, summative assessments. The system relied heavily on didactic lectures. Assessments were also largely based on recall of factual information and honing of skills which were becoming redundant, especially in the subject of Biochemistry.

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Preparing teachers for competency-based medical education: Fundamental teaching activities

Abstract: Designed to support and aid teachers and those charged with faculty development, the Fundamental Teaching Activities Framework holds promise for all teachers in health sciences education.

Cited by 49 publications

References 16 publications

Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching

Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching

Is there a way for clinical teachers to assist struggling learners? A synthetic review of the literature

A Critical Appraisal of the New Competency-Based Medical Undergraduate Curriculum in Biochemistry

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