Implementing a clinical-educator curriculum to enrich internal medicine residents' teaching capacity

Abstract

Introduction Physicians-in-training (residents) are typically the primary educators for medical students during clinical clerkships. However, residents are not formally trained to teach or to assess their teaching. The aim of this study was to assess the implementation of a clinical educator rotation aimed at developing residents’ competencies related to clinical teaching. Methods A mixed-methods approach was used to develop and assess the clinical educator rotation at a teaching community hospital. Internal medicine residents who participated in the rotation and consented to the research were assigned to the clinical educator trainee (CET) group, the remaining residents were assigned to the control group. Osteopathic medical students rotating in the medicine service line were invited to participate. The study used descriptive and qualitative analyses to measure primary and secondary outcomes. Results The primary outcome measure showed a positive change in resident knowledge, skills and behaviors in communication, reflection, feedback, precepting, and facilitation. Medical student perceptions of resident teaching skills confirmed the observed changes in CETs. Some CETs continued to practice and build their capacity for teaching after completing the rotation. Qualitatively, we derived four common themes among the data; communication, professional engagement, practice-based learning, and systems-based learning. Conclusion Resident teaching capacity was enriched after completing the clinical educator rotation. Other benefits included: enhanced patient communication and education, increased resident confidence, personal satisfaction with training, work life-balance and enhanced career satisfaction. Future research should focus on curricular content, faculty development, and delivery assessment. In addition, research efforts should identify appropriate emerging technologies to include in the curriculum for enhancing teaching capacity.

Research on the Construction of Clinical Teaching Curriculum Based on the Cultivation of Students' Communication Consciousness

“…Moreover, due to the lack of exposure to clinical practice during the theoretical learning stage, it is not possible to apply the relevant skills, which can greatly improve the doctor and nursing students-patient relationship and enable most patients and their families to understand and support clinical internships and internship teaching work. This is very effective in optimizing the clinical teaching environment [11].…”

Developing the SVN CLEI: A Novel Psychometric Instrument for Evaluating the Clinical Learning Environment of Student Veterinary Nurses in the UK

“…15 Global research involving a range of health profession training environments has shown that identifying areas of concern can lead to the development of appropriate improvement strategies. 11,16,17 These have included changes to communication and feedback in the CS curriculum, 16 and improved working relationships between the student, CS and educational provider. 17,18 Therefore, gaining insight into the student perspective and satisfaction of learning opportunities within the SVN CLE would be beneficial.…”

TRAINING PROGRAM FOR TEACHERS OF THE HEALTH EDUCATION INSTITUTIONS (ON THE EXAMPLE OF THE ELECTRONIC TRAINING COURSE «FUNDAMENTALS OF THE METHODOLOGY OF THE DEVELOPMENT OF THE ELECTRONIC COURSE IN THE FIELD OF MEDICAL EDUCATION») Nataliia Lopina

“…Проаналізовано досвід зарубіжних колег щодо ролі кафедри в медичній освіті , необхідності навчання викладачів закладів медичної освіти (Benor, 2000), методів оцінки програми навчання викладачів (Bockrath, Wright, Uchida, Petrie, 2020;, шляху навчання від студента до викладача в медичній освіті (Chen, et al, 2017;Habboush, Stoner, Torres, Beidas, 2019;Mann, Sutton, Frank, 2007;McKeon et al, 2019), тренінгів підвищення кваліфікації в медичній освіті (Griewatz, Simon, Lammerding-Koeppel, 2017;Soriano, Blatt, Coplit L. et al, 2010), інноваційних методів навчання в медичній освіті (Sadeghi, Heshmati, 2019;Sinclair, Kable, Levett-Jones, 2015;Simpson, Marcdante, Morzinski et al, 2006), особливостей навчання клінічного мислення . У той же час встановлено відсутність комплексних тренінгів підвищення кваліфікації викладачів закладів медичної освіти, з поєднанням дидактичних, клінічних та інноваційних методів навчання.…”