Training junior faculty to become clinical teachers: The value of personalized coaching

Bajwa, Nadia Masood; Grasset, Jehanne De; Audétat, Marie-Claude; Jastrow, Nicole; Richard-Lepouriel, Hélène; Dao, Melissa Dominicé; Nendaz, Mathieu; Perron, Noëlle Junod

doi:10.1080/0142159x.2020.1732316

Cited by 14 publications

(8 citation statements)

References 53 publications

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“…A study by Bajwa and colleagues compared two different formats for faculty development programs: personalised coaching or guided self-reflection. 31 The study showed that both formats improved self-efficacy and the skills of junior clinical teachers; however, the personalised coaching method had several advantages. One advantage is that it supports the development of teaching communities by offering a safe environment for the participants to shape their professional identity as a teacher and strengthen a sense of belonging.…”

Section: Discussionmentioning

confidence: 94%

“…One advantage is that it supports the development of teaching communities by offering a safe environment for the participants to shape their professional identity as a teacher and strengthen a sense of belonging. 31 Coaching can help individuals engage in reflective practice to grow and develop. Because coaching values and nurtures continuous self-reflection, a coach can encourage individuals to perform self-monitoring.…”

Section: Discussionmentioning

confidence: 99%

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Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

2022

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Objectives:The aim of this study was to explore factors that may influence the formation of professional identity in clinical teachers, specifically during the transition period from practitioner to teacher. Methods: This was a descriptive qualitative study. We used Schlossberg's 4S framework to explore influential factors comprised of the following: situation, self, support, and strategies. This study was conducted in teaching hospitals of a relatively new private medical school in Bali, a province in Indonesia. The participants were 30 clinical teachers who were selected using a maximum variation sampling strategy based on length of work experience, gender, specific educational roles as coordinators, and clinical specialty. Data were derived from three focus-group discussions and 13 indepth interviews. A thematic analysis method was used to analyse the data. Results: The thematic analysis revealed that 12 subthemes related to the 4S framework influenced the development of clinical teachers' identity. It was also shown that reflective ability and community of practice, which was included in the self and strategy factors, respectively, were the two most important factors during the transition period in the development of professional identity. Conclusions: Factors, both within and outside the self, can either support or hinder the formation of professional identity in clinical teachers. We suggest that when faculty development programs are designed, these factors should be incorporated, such as including a community of practice as part of the formal faculty development programs and the development of a teaching portfolio that nurtures reflective practice.

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Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

2022

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“…In a recent study, Bajwa et al (2020) [ 75 ] conducted a study to investigate how junior clinical faculty can receive institutional support in the acquisition of feedback and clinical supervision skills of trainees. In the study the researchers tested the effectiveness of a personalised coaching versus guided self-reflection at improving faculty skills and self-efficacy.…”

Section: Resultsmentioning

confidence: 99%

“…In addition to the previously mentioned instruments, individual interviews with students also stimulate the reflection of faculty [ 75 ]. A study by Hoban and Hastings (2006) [ 77 ] showed that teachers benefit most from student feedback during personal interviews; yet this method is very time-consuming, both for teachers and students who may find it difficult to give feedback to teachers in a direct dialogue.…”

Section: Resultsmentioning

confidence: 99%

Student evaluations of teaching and the development of a comprehensive measure of teaching effectiveness for medical schools

Constantinou

Wijnen-Meijer

2022

BMC Med Educ

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The evaluation of courses and faculty is of vital importance in all higher education institutions including medical schools. Student Evaluations of Teaching (SETs) commonly take the form of completion of anonymous questionnaires and even though they were originally developed to evaluate courses and programmes, throughout the years they have also been used to measure teaching effectiveness and subsequently to guide important decisions related to the faculty's career progression. Nevertheless, certain factors and biases may influence SET rates and may not measure teaching effectiveness objectively. Although the literature on course and faculty evaluations is well-researched in general higher education, there are concerns with regards to the use of the same tools for evaluation of courses and teachers in medical programmes. Specifically, the SETs in general higher education cannot be directly applied to the structure of courses and delivery of curriculum in medical schools. This review provides an overview of how SETs can be improved at the levels of instrumentation, administration and interpretation. In addition, the paper supports that through the collection and triangulation of data from multiple sources, including students, peers, program administrators and self-awareness via the use of different methods such as peer reviews, focus groups and self-evaluations, it will be possible to develop a comprehensive evaluation system that will present an effective measure of teaching effectiveness, will support the professional development of medical teachers and will improve the quality of teaching in medical education.

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“…Examples are didactic programmes of the universities as a prerequisite for an academic career, faculty development courses organised by the SIWF (in collaboration with the Royal College of Physicians of London), regular workshops offered yearly during the Swiss Society of General Internal Medicine (SGAIM) meetings about teaching skills, a master programme on medical education in Bern (MME), or a certificate of advanced studies (CAS) in medical education at the University of Geneva. Additionally, various other local individual courses, such as a faculty development programme for junior clinical faculty in Geneva, Switzerland, are available [5]. However, a systematic and comprehensive training for the teaching faculties of any specialisation or for internal medicine specialists -a representative of the largest specialist training programme -is lacking, raising the question of whether clinical teachers are well prepared for this duty.…”

Section: Introductionmentioning

confidence: 99%

Are we fit to teach? A survey in physicians of the in- and outpatient departments of internal medicine at a Swiss university hospital

Meienberg¹,

Mayr²,

Bassetti³

et al. 2021

Swiss Med Wkly

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AIM OF THE STUDY: Teaching is one of the three pillars of medical-academic activity, alongside patient care and research. The aim of our study was to assess current teaching practice in the medical departments of the University Hospital Basel, Switzerland, in order to organise a faculty development programme tailored to local needs. METHODS: We performed a cross-sectional online survey among the teaching faculty and the residents. For both groups, we assessed their estimation of the general importance and perceived frequency of various teaching formats in everyday practice. Additionally, we asked the senior physicians to evaluate their teaching competencies and the residents to state their opinion on factors promoting a positive learning experience. RESULTS: Twenty-eight of 34 senior physicians (82%) and 48 of 90 residents (53%) participated in the study. Both groups broadly agreed on the importance of various teaching formats for the professional development of physicians, placing particular importance on bedside teaching, providing feedback, teaching during case discussions, and observation and modeling. However, the residents perceived that they obtained less teaching, feedback and support than the senior physicians perceived they were giving. Overall, teaching during case discussions represented the format most often applied, and it was also the one in which the senior physicians felt most competent. Residents claimed "time" to be the most important factor promoting a positive learning experience, followed by a positive attitude und the personal characteristics of the supervisor.CONCLUSION: Our study shows that, despite being an integral part of everyday work at a university clinic, many aspects of current teaching practice allow discussion on possibilities of adaptations and improvement. Evaluation of current teaching practice provides the basis for designing a faculty development programme tailored to specific needs.

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Training junior faculty to become clinical teachers: The value of personalized coaching

Cited by 14 publications

References 53 publications

Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

Student evaluations of teaching and the development of a comprehensive measure of teaching effectiveness for medical schools

Are we fit to teach? A survey in physicians of the in- and outpatient departments of internal medicine at a Swiss university hospital

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