A meta-analysis for comparing effective teaching in clinical education

Yeo

J of Competency-Based Ed

2021

Background Undergraduate students in healthcare professions need to develop critical thinking skills in order to be prepared to deliver patient‐centered high‐quality care upon graduation. The new Canadian Athletic Therapy Association (CATA) competency framework includes a “scholar” role, placing emphasis on knowledge and skills related to evidence‐informed practices (EIP). Educators are expected to develop their student's EIP skills; however, little is known about the optimal educational approaches to accomplish this task. The study objective was to examine concept mapping as a teaching and learning strategy to deepen the understanding of EIP and examine the validity and reliability of a concept mapping scoring rubric. Method A concept mapping approach to teaching EIP was piloted in an upper‐level research methods and statistics course. Students (N = 15) participated in a pretest post‐test concurrent nested mixed‐method intervention study that analyzed the impact of concept mapping on students' understanding of EIP and assessed initial validity and reliability of the grading rubric. Results Students demonstrated a deeper understanding of EIP and its relationship to healthcare practice following the concept mapping activity compared to a note‐taking activity (Cohen's d = 1.79). The concept mapping rubric used to assess EIP competence demonstrated strong construct validity and content validity with moderate inter‐rater reliability. Conclusions Employing the concept mapping technique as a teaching and learning tool proved to be effective to teach EIP principles and concepts based on student grades. An analytic rubric method was found valid and reliable for grading student concept maps underpinning EIP competency.

Section: Discussionsupporting

confidence: 88%

Concept mapping toward competency: Teaching and assessing undergraduate evidence‐informed practice

Yeo

J of Competency-Based Ed

2021

“…Help learners set goals for learning Helping learners to set learning goals or providing clear learning objectives for them promotes learners' motivation and knowledge acquisition and retention [10]. A goal that is too easy or too tedious can be demotivating.…”

Section: Customize Knowledge Content To Individual Learnersmentioning

confidence: 99%

“…Learning is facilitated when the learner processes the Table 1 The principles of adult learning, supporting effective teaching in the clinical workplace Set one or more clear learning objectives [6,7] Address learners' intrinsic motivation to learn by aligning your learning aims to theirs [15] Make sure that the content is relevant to the learners [8] Use learners' previous experiences to promote reflection and make the topic relevant [15] Pitch the teaching at the right level of previous knowledge [11] Structure your teaching session effectively [11] Show enthusiasm for the topic and for teaching [12] Involve the learners actively [6,9,10] Promote reflection by asking questions [14] Provide your learners with repeated constructive feedback [13] information, not just listens to it [12]. Instead of "spoon feeding" the whole knowledge content, effective teachers engage their audience actively, by asking questions and by providing sufficient support to help learners build on prior knowledge, and move towards new concepts, skills, or understandings.…”

Section: Foster Collaborative Learning Using Active Learning Techniquesmentioning

confidence: 99%

The physiology of learning: strategies clinical teachers can adopt to facilitate learning

Thammasitboon

Brand

2021

Eur J Pediatr

Almost all pediatricians working in a hospital or office environment have teaching responsibilities to learners such as medical students and residents. Although teaching and supporting learning in a busy work environment imposes challenges to clinical teachers, these clinical settings provide an ideal setup for experiential learning, learning from daily experiences with patients. Advances in the science of learning derived from various fields have informed us how adults learn best. Many techniques and strategies based on this “physiology of learning” have shown their educational values in everyday pediatric practice. This article outlines how clinical teachers can create the conditions to optimize experiential learning for individual or a group of learners. We highlight practical implications of educational theories and evidence-based educational practices for clinical teachers seeking to enhance their teaching effectiveness. These include promoting active learning and engaging learners in deliberate practice; retrieval of knowledge and prior experiences to enhance motivation; supporting a psychologically safe learning environment; helping learners to set goals; fostering collaborative learning; structuring teaching to link it to authentic roles and tasks; and customizing content to individual learners.Conclusion: Applying adult learning principles in everyday teaching activities will support busy pediatricians to be successful in their tasks as clinical teachers, and contribute to work satisfaction. What is Known:• Most pediatricians provide clinical teaching to medical students and residents, but few have had formal training in educational techniques.• Learning from clinical experiences (experiential learning) is of key importance to becoming and maintaining a competent pediatrician. What is New:• This review presents an up-to-date overview of the physiology of learning, i.e., how people learn.• Knowledge of the principles of how people learn helps pediatricians shape their clinical teaching effectively and contribute to their work satisfaction.

“…Nonetheless, medical schools also bear significant social accountability and wish to enhance diversity by admitting students from socioeconomically disadvantaged backgrounds. Moreover, it has been reported that ATAR and UMAT results are positively correlated with socioeconomic status (SES) [20,31,32]. Thus, it is important to identify the impact of the NCM and CM on the SES of applicants selected for interview.…”

Section: Discussionmentioning

confidence: 99%

Selecting top candidates for medical school selection interviews- a non-compensatory approach

2020

Self Cite

Background: Medical schools apply a range of selection methods to ensure that admitted students succeed in the program. In Australia, selection tools typically include measures of academic achievement (e.g. the Australian Tertiary Admission Rank -ATAR) and aptitude tests (e.g. the Undergraduate Medicine and Health Sciences Admissions Test -UMAT). These are most commonly used to determine which applicants are invited for additional selection processes, such as interviews. However, no previous study has examined the efficacy of the first part of the selection process. In particular, are compensatory or non-compensatory approaches more effective in evaluating the outcomes of cognitive and aptitude tests, and do they affect the demographics of students selected for interview?Methods: This study utilised data from consecutive cohorts of mainstream domestic students who applied to enter the UNSW Medicine program between 2013 to 2018. A compensatory ranked selection model was compared with a non-compensatory ranked model. Initially, ATAR marks and UMAT scores for each applicant were ranked within each cohort. In the compensatory model, the mean of the ATAR and UMAT ranks were used to determine the outcome. In the non-compensatory model, the lowest rank of ATAR and UMAT determined the outcome for each applicant. The impact of each model on the gender and socioeconomic status of applicants selected to interview was evaluated across all cohorts. Results: The non-compensatory ranked selection model resulted in substantially higher ATAR and UMAT thresholds for invitation to interview, with no significant effect on the socioeconomic status of the selected applicants.Conclusions: These results are important, demonstrating that it is possible to raise the academic threshold for selection to medicine without having any negative impact on applicants from low socioeconomic backgrounds. Overall, the evidence gathered in this study suggests that a non-compensatory model is preferable for selecting applicants for medical student selection interview.