Changes of Supervisor Behavior in a Microteaching Practicum

Douglass, Jàmes E.; Pfeiffer, Isobel L.

doi:10.1080/00220973.1973.11011457

Cited by 6 publications

(7 citation statements)

References 2 publications

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“…The workshop was interactive in nature and lasted for 8 h. It consisted of four sessions; introductory, behavioral remodeling, micro-feedback skills and workshop feedback sessions. Microteaching was used as an information transfer and training method [22,23]. The introductory session covered the workshop objectives, the principles of effective feedback, and the elements of microteaching.…”

Section: Micro-feedback Skills Workhopmentioning

confidence: 99%

“…A paradigm shift in the way medical education is delivered has prompted many faculty development programs to increase the effectiveness of doctoral supervision [17][18][19][20][21]. Some of these programs have employed the method of "microteaching" to develop new supervisory skills and to improve on old ones [22][23][24][25]. The term "Micro" symbolizes a more precise and in-depth observation during which special emphasis is given to an explicit pedagogical skill such as effective face-to-face feedback.…”

Section: Introductionmentioning

confidence: 99%

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Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

et al. 2020

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Background: Doctoral supervision is a distinct form of supervision with clearly defined responsibilities. One of these is the delivery of effective face-to-face feedback to allow supervisees to improve upon their performances. Unfortunately, doctoral supervisors, especially of health sciences, are often not trained in supervisory skills and therefore practice mostly on a trial and error basis. Lack of understanding of the feedback process leads to incongruence in how supervisors and supervisees perceive feedback. However, standardized training practices like microteaching can allow supervisors to acquire effective feedback practices. In this study we employed a schematic approach of microteaching, that is micro-feedback, in a workshop to develop feedback skills of doctoral supervisors, and assessed the overall effectiveness of this training using the Kirkpatrick evaluation framework. Methodology: This was a Quasi-experimental study with a repeated measures and a two-group separate sample prepost test design. A micro-feedback skills workshop was organized to enhance feedback skills of doctoral supervisors using microteaching technique. The first two levels of the Kirkpatrick evaluation model were used to determine the workshop's effectiveness. An informal Objective Structured Teaching Exercise (OSTE) was used to assess feedback skills of the supervisors, both before and after the workshop. A questionnaire was developed to compare pre-and postworkshop perceptions of the supervisors (n = 17) and their corresponding supervisees (n = 34) regarding the ongoing feedback practice. Results: Despite the hectic schedule, most doctoral supervisors (17 of 24, 71%) were willing to undertake faculty development training. Participants indicated a high level of satisfaction with the workshop. A learning gain of 56% was observed on pre-post OSTE scores. Prior to the workshop, perceptions of how supervisees should be given the feedback differed significantly between supervisors and supervisees with an effect size difference of r = 0.30. After the workshop there was a negligible difference in perceptions between supervisors and supervisees (r = .001). Interestingly, supervisors shifted their perceptions more toward those that were originally held by the supervisees. Conclusions: These findings suggest that well-designed and properly assessed structured programs such as microfeedback workshops can improve how doctoral supervisors provide feedback to their supervisees and align supervisors' perceptions of that feedback with those of their supervisees.

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Section: Micro-feedback Skills Workhopmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

et al. 2020

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“…in their programme of skills, training for teaching practice supervisors locate explaining as a subskill of presenting. Douglas and Pfeiffer (1973) and Brown and McGarvey (1975) in their systems for analysing supervision include giving information as a necessary skill. Shaw (1985) is developing a training programme for tutors and research supervisors which uses the categories of 'Tutor gives information and explains' for skills observation and the category 'Tutor gives explanations' for estimating cognitive levels in the tutorial.…”

Section: Explaining In Higher Educationmentioning

confidence: 99%

Explaining in professional contexts

Brown

Atkins

1986

Research Papers in Education

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This article provides a conceptual framework for the study of explaining and uses that framework to review and discuss studies of explaining in various professional contexts including school and university teaching, medicine and medical consultations, nursing, other health professions and law. Explaining is a central activity in all these professions. Explaining may be described as an attempt to give understanding of a problem to another and understanding as seeing connections which were hitherto not seen. These definitions lead to a framework of problem identification, processes of explaining, checks on understanding and outcomes. The empirical studies indicate that clarity and expressiveness are highly valued and are key characteristics of effective explaining to groups, and that clarity and friendliness are key characteristics of explaining in consultations. Studies in various professions also show that training can lead to more effective explaining; that there are sometimes gaps between official wisdom and what professionals actually do and that ideologies and contexts influence problem identification, processes of explaining and outcomes.Explaining is a core skill of most professions. It is of obvious importance to teachers and lecturers but it is also of importance to lawyers, architects, engineers, medical practitioners and other health professions. Despite its ubiquity the study of explaining has been relatively neglected. There are perhaps three reasons for this neglect. First, some members of professional groups such as counsellors, therapists, social workers and teachers of adults associate explaining with authoritarianism. In so doing, they confuse authoritarianism and authority based upon expert knowledge and they assume that to explain is necessarily to be coercive. Secondly, explaining is a taken for granted activity. We all spend a great deal of time explaining in everyday life and in various professional contexts so we assume we know what an explanation is and how to explain. Thirdly, explaining, like many taken for granted

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“…She found no significant differences between the trained and control groups with respect to six criterion measures derived from Blumberg's categorisation. Douglass and Pfeiffer (1973) adopted microteaching procedure to train graduate students as supervisors. After defining and 'modelling' various kinds of supervisory influence, the investigators arranged for each member of the group to undertake a series of microteaching conferences so as to experiment with and develop his supervisory behaviour.…”

Section: Effectiveness Of Training Proceduresmentioning

confidence: 99%

Preparing Tutors for Microteaching Supervision

Griffiths¹

1976

Educational Media International

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Changes of Supervisor Behavior in a Microteaching Practicum

Cited by 6 publications

References 2 publications

Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

Explaining in professional contexts

Preparing Tutors for Microteaching Supervision

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