Barriers to Effective Teaching

DaRosa, Debra A.; Skeff, Kelley M.; Friedland, Joan A.; Coburn, Michael; Cox, Susan M.; Pollart, Susan M.; O’Connell, Mark; Smith, Sandy

doi:10.1097/acm.0b013e31820defbe

Cited by 83 publications

(99 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The employers also commented that teaching staff did not update their knowledge and need to be trained in teaching methodology. Some teachers may believe that being a good clinician or scientist is sufficient qualification to be a good teacher (14,15). Without formal preparation for the teaching role, teachers may lack the confidence needed to use unfamiliar teaching techniques.…”

Section: Discussionmentioning

confidence: 99%

Health labour market requirements of health professional education in Yeme

Almahbashi

Aljunid

Ismail

2017

East Mediterr Health J

View full text Add to dashboard Cite

Exigences du marché du travail de la santé et éducation des professionnels de la santé au Yémen RÉSUMÉ Il est important d'associer l'éducation des professionnels de la santé aux besoins en matière de services de santé du marché du travail privé et public, de façon à répondre aux aspirations du secteur de la santé. Ainsi, l'objectif premier de la présente étude était d'identifier les exigences du marché du travail actuel afin d'améliorer les résultats des instituts de formation en santé. Une étude qualitative a été menée parmi des professionnels des soins de santé de différentes spécialisations et diverses parties prenantes dans la ville de Sanaa, au Yémen. Six groupes de discussion ont été constitués pour 42 diplômés et 20 entretiens approfondis ont été conduits en collaboration avec des partenaires du développement sanitaire et des employeurs publics et privés. Les résultats des instituts de formation en santé restent en deçà des exigences du marché du travail de la santé, et ne comblaient pas les lacunes en anglais ou en matières de compétences cliniques. La survie de l'éducation des professionnels de la santé dépend des évolutions futures qui seront opérées en vue de répondre aux exigences du marché du travail, grâce à la collaboration entre les parties prenantes clés, une mise à jour régulière des programmes, et le développement professionnel constant des équipes de formation. ABSTRACT It is important to link health professional education to the health service needs of the private and public labour market so as to meet the plans of the health sector. Thus, the main focus of this study was to identify the present labour market requirements for the outcomes of health training institutes. A qualitative study was carried out among mixed healthcare professionals and various stakeholders in Sana'a City, Yemen. Six focus group discussions were formed for 42 graduates and 20 in-depth interviews were undertaken with health development partners and public and private employers. Outcomes of the health training institutes were still below the expectations of the health labour market, and did not fill the existing gaps in English-language proficiency and clinical skills. The survival of health professional education depends on future development to meet labour market demands through collaboration between key stakeholders, regular updating of the curriculum, and constant professional development of the teaching staff. ‫اليمن‬ ‫يف‬ ‫الصحي‬ ‫املهني‬ ‫التعليم‬ ‫من‬ ‫الصحي‬ ‫العمل‬ ‫سوق‬ ‫احتياجات‬

show abstract

Section: Discussionmentioning

confidence: 99%

Health labour market requirements of health professional education in Yeme

Almahbashi

Aljunid

Ismail

2017

East Mediterr Health J

View full text Add to dashboard Cite

show abstract

“…Student and faculty attitudes, too few faculty development opportunities, and the lack of an award system for teaching are major culture-based barriers. Environmental barriers, such as time limitations, the setting, and the physical space in which medical education takes place, and financial barriers, such as limited education budgets, also pose serious challenges for even the most committed teachers 7 . Although there are benefits of active learning, many teachers are reluctant to use active learning techniques.…”

Section: Introductionmentioning

confidence: 99%

Active Teaching and Learning Strategies in Medical Education: Perception and Barriers among Faculty Members at Oman Medical College,Sohar/Bowshar Sultanate of Oman

Jahan

Siddiqui²,

Al-Khouri³

et al. 2016

TJFMPC

View full text Add to dashboard Cite

Background: Medical education is constantly evolving .It is more effective and long lasting if it is self-initiated and self-directed. Active teaching and learning strategy (ATLS) is the process by which a medical student independently, or in a group, identifies his or her learning objectives and actively seeks information necessary to achieve objectives. The study aims at identifying the faculty's use of active teaching and learning strategies and to explore the perceived barriers to its use in undergraduate teaching in the medical college. Methods: A cross sectional survey based study was carried out at Oman Medical College. All teaching faculties consented to participate were included in the study. Data was collected on self-administered questionnaire in which core elements were divided -Active teaching and learning strategies, barriers for active teaching and learning strategies and self-perception of the faculty about attributes of students. Statistical analysis was performed using SPSS (IBM SPSS Statistics 20.0). Data were expressed in frequencies, mean and percentages. Results: Total 60/ 74 faculty participated in the study; response rate is 81%; 38.3% are male and 61.7% are female. Almost half of them are 40-50 years old and 50% faculty having total teaching experience >10 years. Majority of faculty are using ATLS as personal interest besides course requirements. Faculty's barriers for not using ATLS are heterogeneous group of students (34%) and not being well prepared for that (41%), too much preparation time (40%), time constraint (46.7%) and lack of learning resources (41.6%). Conclusion: Study results concluded that faculty members are interested in active teaching and learning to improve their teaching and learn more about the use of active learning in the classroom. The main perceived barriers were lack of necessary class time, high comfort level with traditional lectures, and insufficient time to develop materials. Keywords: Active teaching and learning strategy, medical education, small group, undergraduate students, faculty teaching ÖZET Giriş: Tıp eğitimi sürekli gelişmektedir, kendi kendine başladığında ve öz-yönetimli olduğunda daha etkin ve daha uzun ömürlüdür. Aktif öğrenme ve öğretme stratejileri (AÖÖS) tıp fakültesi öğrencisinin, bağımsız ya da bir grup içinde kendi öğrenme hedeflerini belirlediği ve etkin olarak bu hedeflere ulaşmak için gerekli bilgiye ulaştığı bir süreçtir. Bu çalışmanın amacı, aktif öğrenme ve öğretme stratejilerini fakültenin kullanım durumunu tanımlamak ve tıp fakültesinde mezuniyet öncesi uygulanmasıyla ilgili olarak algılanan engelleri araştırmaktır. Yöntem: Bu çalışma kesitsel araştırma deseninde Umman Tıp Fakültes'nde yürütüldü. Katılmaya onay veren tüm öğretim görevlileri çalışmaya alındı. Veriler kendi kendine uygulanan anket yöntemiyle toplandı. Anketin temel öğeleri; aktif öğrenme ve öğretme stratejileri, aktif öğrenme ve öğretme stratejilerinde engeller ve öğretim görevlilerinin öğrencilerin özelliklerine ilişkin algısı olmak üzere uygulandı. İstati...

show abstract

“…At a minimum, this has included qualities of effective teachers, innovative teaching methods, and perspectives on teaching (Martens et al, 2009;Pratt, Arseneau, & Collins, 2001). Research and practice have reinforced this explicit emphasis on effective teaching in medical education (DaRosa et al, 2011;Fluit, Bolhuis, Grol, Laan, & Wensing, 2010;Hatem et al, 2011;Irby, Cooke, & O'Brien, 2010;Taylor, Farver, & Stoller, 2011;Whitcomb, 2003). Furthermore, the importance of effective teaching is also clearly articulated in accreditation standards for Canadian institutions of postgraduate medical education, going so far as to name a dual responsibility for "ethical patient care and excellent teaching" (Royal College of Physicians and Surgeons of Canada, 2013, p. 6).…”

mentioning

confidence: 99%

A Diverging View of Role Modeling in Medical Education

et al. 2015

View full text Add to dashboard Cite

Research in the area of role modeling has primarily focused on the qualities and attributes of exceptional role models, and less attention has been given to the act of role modeling itself (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard, 2013; Wright, 1996; Wright, Wong, & Newill, 1997). A standardized understanding of role modeling in medical education remains elusive (Kenny, Mann, & MacLeod, 2003). This is problematic given that role modeling is pervasively documented as an approach to teaching (Reuler & Nardone, 1994). Our study attempts to fill a void in this body of research by looking at what faculty are thinking, saying, and doing when they say they are role modeling. Individual semi-structured interviews with faculty members were conducted in the Department of General Surgery at Queen’s University, Kingston, Ontario, Canada. Interviews were recorded, transcribed, and analyzed using qualitative methods for themes surrounding teaching and role modeling. Three major themes emerged from the data: (1) faculty members think they are teaching when they are acting professionally; (2) faculty members become aware of teaching opportunities and act on them; and (3) faculty members employ evidence-based teaching methods, but they are incorrectly labeling them as “role modeling.” As a whole, our findings should help distinguish between role modeling as roles and responsibilities enacted while doing one’s job well, and teaching as facilitated instruction that helps connect knowledge with action (Clayton, 2006; Fassbinder, 2007). Contributing to a better understanding of how teaching is separate from role modeling has the potential to improve the scope and quality of teaching, ultimately enhancing the learning experience for trainees. Les recherches menées dans le domaine de l’imitation de rôles ont porté principalement sur les qualités et les attributs de modèles de rôles exceptionnels et on a fait moins attention à l’acte lui-même d’imitation de rôle (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard , 2013; Wright, 1996; Wright, Wong, & Newill, 1997). La compréhension standardisée de l’imitation de rôles dans les situations médicales reste élusive (Kenny, Mann, & MacLeod, 2003). Ceci est problématique du fait que l’imitation de rôles est fortement documentée en tant qu’approche pour l’enseignement (Reuler & Nardone, 1994). Notre étude tente de combler un vide dans ce corps de recherche, nous visons à examiner ce que les enseignants pensent, disent et font quand ils affirment qu’ils pratiquent l’imitation de rôles. Des entrevues semi-structurées ont été menées avec des professeurs du département de chirurgie générale de l’Université Queen’s, à Kingston, en Ontario, Canada. Les entrevues ont été enregistrées, transcrites et analysées en utilisant des méthodes qualitatives pour des thèmes liés à l’enseignement et à l’imitation de rôles. Trois thèmes principaux sont ressortis de ces données : (1) les professeurs pensent qu’ils enseignent quand ils agissent de façon professionnelle; (2) les professeurs prennent conscience des occasions d’enseignement et les mettent à profit; et (3) les professeurs utilisent des méthodes d’enseignement basées sur l’évidence, mais ils les qualifient à tort d’« imitation de rôles ». Dans l’ensemble, nos résultats devraient aider à établir la distinction entre l’imitation de rôles en tant que rôles et responsabilités adoptés pendant que l’on fait correctement son travail, et l’enseignement en tant qu’instruction facilitée qui permet de relier la connaissance avec l’action (Clayton, 2006; Fassbinder, 2007). La contribution à une meilleure compréhension de la manière dont l’enseignement est séparé de l’imitation de rôles pourrait améliorer la portée et la qualité de l’enseignement pour, en fin de compte, améliorer l’expérience d’apprentissage des stagiaires.

show abstract

Barriers to Effective Teaching

Cited by 83 publications

References 23 publications

Health labour market requirements of health professional education in Yeme

Health labour market requirements of health professional education in Yeme

Active Teaching and Learning Strategies in Medical Education: Perception and Barriers among Faculty Members at Oman Medical College,Sohar/Bowshar Sultanate of Oman

A Diverging View of Role Modeling in Medical Education

Contact Info

Product

Resources

About