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Exploring the Influence of a Module in Teaching and Learning on Family Physician Trainees

Exploring the Influence of a Module in Teaching and Learning on Family Physician Trainees. Prof M de Villiers & Ms M van Heusden - Faculty of Health Sciences. Dr F Cilliers & Ms N Herman - Center for Teaching and Learning. Dr K von Pressentin - Langeberg Sub-district.

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Exploring the Influence of a Module in Teaching and Learning on Family Physician Trainees

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  1. Exploring the Influenceof aModulein Teaching and Learning on Family Physician Trainees Prof M de Villiers & Ms M van Heusden- Faculty of Health Sciences Dr F Cilliers & Ms N Herman - Center for Teaching and Learning Dr K von Pressentin-Langeberg Sub-district Dr F Coetzee - Malmesbury Hospital Academic Year Day 2011 Faculty of Health Sciences, Stellenbosch University Centre for Health Sciences Education Parallel Session 17 August 2011

  2. Why equip medical registrars as teachers? Twofold motivation • Immediate: • Most registrars help educate & train medical students • typically not prepared for this role • quality of clinical teaching affects: • student perceptions • student performance Longer term:Ensuring appropriate preparation of next generation of leaders Hammoud et al., 2004; Spickard & Corbett, 1996; Wamsley et al., 2004;Wipf et al., 1999; Roop & Pangaro, 2001; Stern, Williams, et al. 2000

  3. Roles of the African Family Physician Mash (2008) SA Fam Pract 50(3):58-59

  4. Research question What influence, if any, does a module on teaching and learning have on family medicine registrars? • Objectives: How do registrars’ • perceptions of their role as specialists change? • attitudestowards teaching change? • confidence with and participation in teaching activities change? 

  5. Method • Phase 1: Qualitative design • 13 graduates, Western Cape • In-depth interviews, recorded and transcribed • Thematic analysis • Ethics approval N10/07/238 • FIRLT funding • Phase 2: interviews with current students • Phase 3: questionnaire for students taught by registrars

  6. Respondent profile

  7. Kirkpatrick's four levels Used in Analysis of Interviews to Assess Module’s Influence Adapted by Barr et al: Barr H, Freeth D, Hammick M, Koppel I, Reeves S. Evaluations of interprofessional education: a United Kingdom review of health and social care. London: CAIPE/BERA, 2000.

  8. Results • Evidence of • - change in behaviour • - perceived benefits • Factors underlying these changes

  9. L4: Practice change & benefits L3: Behaviour change “The teaching and learning module helps me make it more interesting for the staff to learn about something, rather than me just telling them what to do. It’s more that they discover for themselves what the possibilities are for treatment for their patients.” “Ek help mense spesifiek met die liggaamstaal van ʼn praatjie, alles van die praatjie, want mense, dokters ken nie van voor mense praat nie, want dis nie deel van ons werk gewoonlik nie.” “Ek het vir die eerste keer ʼn konsep geleer dat ‘to teach people doesn’t mean they are learning’. Om net te praat, jy verloor baie gou die ‘audience’. So, ek probeer dat die gehoor deelneem aan die gesprekke, ek probeer verskillende opinies kry op ʼn vraag terwyl ons praat.” Results L2a: Modification of attitudes L2b: Knowledge & skills acquisition “Dit het my maar net bewus gemaak dat omdat, as ek nou ʼn huisarts is, daar van my verwag gaan word om ander mense te leer. Ek het dit nooit so gesien nie.” “Previously I used to think of teaching more as a duty. Like the students would stand there. Whereas once I started involving them more in the patient or giving them a bit more things to think about, I could see how much they were taking in and the level of interest increase.”   “The way the module said plan your work and think about how you are going to address the learning needs of your audience … It put everything into a structured way and made it easier to handle a teaching task.”

  10. Factors underlying these changes Role of context • “Hullekanwaarskynlik die geleentheidgaansoek. Wel, ek het, maarek dink party dokters is baieoorwerk in daaiopsig. Maarmiskien as hullespesialispostekrydankanjytydhêomdittemaak, want daar is altydmensewatopleidingsoek.” Personal factors “I am naturally a shy person who would prefer not to speak in front of a crowd. I gained quite a bit of confidence in doing that, in doing the PowerPoint and in actually presenting it.”

  11. Discussion • Succeeded in achieving aim and outcomes of module • Influenced 3 of FP roles: • Most exciting - changed attitude and practice towards teaching and learning

  12. Attributes of a competent teacher Passion Goal: Effective Learning Employ basic pedagogic principles Demonstrate effective lecturing and facilitating small group learning Be a reflective and mindful teacher Identify learners’ needs Hatem CJ, Searle NS, Gunderman R, Krane NK, Perkowski L, Schitze GE, Steinert Y. The educational attributes of effective medical educators. Academic Medicine2011;86(4):474-480.

  13. Commentsor Questions? Thank you! Dr Klaus von Pressentin Email: klausvonp@gmail.com

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