Developing and Assessing Initiatives Designed to Improve Clinical Teaching Performance

Abstract

To improve the teaching performance of emergency physicians, it is necessary to understand the attributes of expert teachers and the optimal methods to deliver faculty development. A working group of medical educators was formed to review the literature, summarize what is known on the topic, and provide recommendations for future research. This occurred as a track of the 2012 Academic Emergency Medicine (AEM) consensus conference "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success." The group concluded that the current state of research on these topics is limited. Improvement in understanding will come through research focusing on Kirkpatrick's higher levels of evaluation (behavior and results).

Utilization of the Teaching Strategies among Nurse Tutors in Malawi Nursing Colleges

“…It is not expected that a novice student to indulge into this teaching strategy but those students that have more student learning periods in nursing do use the strategy. Case study teaching strategy has an influence in student learning on emergency medicine for third year students [19]. This is in line with what has been found in this study that experienced nurse tutors involved the second year and third year students in Malawi nursing colleges to indulge into case study teaching strategies in the clinical area.…”

Education scholarship in emergency medicine part 2: supporting and developing scholars

“…5,33 Particular to EM, brief programs targeting specific skills have shown changes in behaviour and increased scholarly output. [34][35][36] In one study, the specific skills identified were research methods, mentorship and career counselling, leadership skills, scholarly writing, knowledge of the faculty development process, and physician wellness. 37 Although the number of publications in medical education research continues to increase, there are still significant barriers and limitations that affect both the output and the quality of these studies.…”

A Pilot Study of the Creation and Implementation of a Teaching Development Assessment Tool

“…1,2,[4][5][6]13 This review yielded 12 potential teaching domains. Through an iterative process of in-person and phone meetings, using medical education experts locally and nationally, these domains were consolidated into 6 key teaching domains: (1) promoting clinical reasoning; (2) taking control of the inpatient learning environment; (3) using learner-centered teaching techniques; (4) having the ability to teach to multiple levels of learners; (5) instructing learners in physical examination techniques; and (6) providing feedback to learners.…”

“…While there are wellaccepted skills for effective clinical teachers, 1,2 previous studies of tools to assess these skills have not measured the longitudinal development of these skills. [3][4][5][6] Most of these tools have been studied in simulated teaching sessions that utilize physicians or physicians-in-training as raters.…”