Teaching the Teachers

Abstract

Faculty members in family practice residencies are increasingly being asked to help residents develop skills in the use of informatics and evidence-based medicine (EBM). In order to do this successfully the teachers themselves must be skilled in the use of these tools. Recognizing the need for such training, the Maine Medical Center Family Practice Residency Program designed a faculty development project to increase knowledge and skills in the use of information technology. This project, which was carried out in 1999-2001, utilized a multifaceted approach that included improving the residency's technology infrastructure, conducting two instructional workshops, and offering EBM mentoring for preceptors. Faculty members also designed and carried out independent informatics projects. Pre- and post-project assessments of faculty members demonstrated a significant improvement in computer and EBM skills, and informal feedback from residents indicates that these skills have been successfully applied to the faculty members' teaching of residents and their practice of family medicine. This project had a positive impact on the faculty members in the residency program, increasing both their ability to employ information technology in individual and group teaching sessions and their use of EBM in clinical practice. Also, the culture within the residency program has been changed to one of utilizing computers and the Internet as principal resources for up-to-date information.

Undergraduate medical students’ perceptions, attitudes, and competencies in evidence-based medicine (EBM), and their understanding of EBM reality in Syria

“…There are different modules of teaching EBM to students as reported in EBM literature; these modules range from workshops, morning reports and journal clubs, to the systems-based method, the problem-based method, or the integration in the curriculum in the basic science and clinical years [22-25]. In our study, lectures and workshops we used as a module of EBM teaching, which has been shown to be an effective educational method in terms of improving students’ skills [26,27]. …”

How are "teaching the teachers" courses in evidence based medicine evaluated? A systematic review

“…The target audience of the EBM TTT courses identified in the review were faculty members in family practice residences who help residents develop skills in the use of informatics and evidence based medicine [12], podiatric medical educators [13], clinical teachers, and librarians [14-16]. Diverse teaching methods such as instructional workshops, facilitated discussions, hands-on exercises and small group sessions were used in the courses.…”

“…The most popular method of course assessment was pre-and post-course appraisal as observed in three of the five chosen articles [12,13,15]. One course surveyed the participants only once, after the completetion of the course.…”

Pathology Informatics Essentials for Residents: A flexible informatics curriculum linked to Accreditation Council for Graduate Medical Education milestones

“…In the context of family medicine residency, it has been shown that successful education of residents in informatics depends on making sure the teachers themselves are skilled in the use of information technology tools. [ 36 ] Although nonpathology faculty and staff, such as information technology or laboratory information system support staff members, are available in some departments to assist in informatics teaching, pathology residency programs do not necessarily have ready access to these types of instructors.…”