Faculty Development: supporting the teachers with on-line - PowerPoint PPT Presentation

Faculty Development: supporting the teachers with on-line resources. Prof Reg Dennick Professor of Medical Education School of Medicine The University of Nottingham United Kingdom

Overview Models of Medical Curricula Curriculum alignment Faculty development: keeping the curriculum going. 12 roles of the teacher Teaching skills Professional responsibilities Curriculum models for Faculty support MedWise: online Faculty Development The structure and organisation of MedWise Demonstration of MedWise Coupling MedWise to Peer Evaluation of Teaching MedWise usage so far. Questions Summary

Curriculum Models Traditional Medical Education Clinical Practice Clinical Problem Solving Clinical Reasoning Immunology Behavioural science Endocrinology Genetics Pharmacology Pathology Public Health Haematology Anatomy Communication Physiology Biochemistry Histology Microbiology skills

Communication skills Behavioural Reproductive system Reproductive system Traditional Medical Education Science Musculoskeletal system Musculoskeletal system Pathology Molecular medicine Respiratory system Respiratory system Pharmacology Clinical Problem Solving Systems Based Public Health Clinical Experience Nervous system Nervous system Clinical Practice Endocrinology Physiology Communication skills Communication skills Immunology Haematology Professional development Professional development Endocrine system Endocrine system Microbiology Genetics Gastro-intestinal system Gastro-intestinal system Immune system Immune system Anatomy CTSF Cardiovascular system Cardiovascular system

Systems Based & Integrated Clinical Practice Clinical Practice Clinical Problem Solving Clinical Problem Solving Clinical Experience Clinical Reasoning Immunology Immunology Pharmacology Pharmacology Gastro - intestinal system Gastro - intestinal system Professional development Professional development Musculoskeletal system Musculoskeletal system Cardiovascular system Cardiovascular system Communication skills Communication skills Reproductive system Reproductive system Respiratory system Respiratory system Endocrine system Endocrine system Nervous system Nervous system Immune system Immune system Genetics Genetics Endocrinology Endocrinology Pathology Pathology Behavioural Behavioural Public Health Public Health Anatomy Anatomy Haematology Haematology Science Science Molecular Molecular Communication Communication Physiology Physiology CTSF CTSF Microbiology Microbiology skills skills medicine medicine

Problem Based Learning Clinical Practice C C e e l l c c i i n n n n e e i i Problem Problem Problem c c i i r r a a e e l l Problem p p Problem Problem P P Problem Problem Problem Problem x x r r E E o o b b l l Problem Problem a a l l Problem Problem e e c c m m i i n n i i S S Problem l l Problem Problem Problem Problem C C o o l l v v ProblemProblem Problem i i Problem Problem Problem Problem Problem Problem Problem Problem n n g g

Curriculum Alignment

Curriculum alignment • Outcomes • Objectives • Aims • Goals Teaching/learning sessions Learning resources Learning experiences Evaluation Assessment

The 12 roles of the teacher Harden & Crosby: Medical Teacher 22, 334-347 (2000). AMEE Guide #20. Harden & Crosby: Medical Teacher 22, 334-347 (2000). AMEE Guide #20.

• Managing staff • Lecturing & presentation • Writing good quality assessment skills • Assessment methods material • Assessment analysis techniques. • Giving feedback • Curriculum design and evaluation • Setting learning objectives • Pastoral care skills • OSCEs • Appraisal skills • Teaching evaluation • Information Technology skills • PBL • Computer Assisted Learning skills • Small group teaching • Communication skills • Bedside teaching • Feedback skills • Practical skills • Demonstration skills • Leadership skills • Supervision skills • Creating resources

Faculty Development Traditionally doctors and healthcare practitioners were not trained to carry out these roles. How can teaching Faculty be trained and supported to carry out these roles?

“All doctors are teachers”

The Doctor as Teacher The personal attributes of the doctor with responsibilities for clinical training/educational supervision should include the following: • An enthusiasm for his/her specialty • A personal commitment to teaching and learning • Sensitivity and responsiveness to the educational needs of students and junior doctors • The capacity to promote development of the required professional attitudes and values • An understanding of the principles of education as applied to medicine • Practical teaching skills • A commitment to evaluate and peer review of his/her teaching • The ability to give feedback for the benefit of the student/trainee • The ability to assess medical students and trainee doctors

“Tomorrow’s Doctors” Teaching and training If doctors have teaching responsibilities, they must develop the skills, attitudes and practices of a competent teacher. Teaching skills 24. Doctors must understand the principles of education as they are applied to medicine. They should be familiar with a range of teaching and learning techniques and must recognise their obligation to teach colleagues. They must understand the importance of audit and appraisal in identifying learning needs for themselves and their colleagues. 25. Doctors must be able to do the following: a. Identify their own learning needs. b. Use different techniques to record, organise and present information, including computers and IT resources. c. Use and evaluate a variety of teaching techniques to communicate information to colleagues.

What curriculum models are available? • Professional Outcomes • Empirical • Eclectic • Futuristic http://www.ltsn-01.ac.uk

Professional Models – GMC, AoM, HEA • ‘ All doctors are teachers ’ • Enthusiasm • Personal commitment to teaching • Sensitivity and responsiveness • Principles of education • Practical teaching skills • Commitment to continuing professional development • Assessment, appraisal and feedback skills

Empirical Model: identifying learners ’ needs and core content [Gibson & Campbell, Wall & McAleer (ME 34(2))] • Basic teaching skills • Giving feedback • Small group teaching skills • Problem-based learning skills • Assessment and appraisal skills • Building a good educational climate • Assessing trainees and their needs • Principles of adult learning

Eclectic Model Mainstream medical educational training model: TIPs, ‘ Training the Trainers ’ , ‘ Teaching the Teachers ’ etc •Learning theory: constructivism, active learning, student centredness •Using Learning Objectives •Questioning skills •Teaching skills Lecturing/presenting Small Group facilitation 1:1 teaching & supervision Practical skill teaching •Assessment/appraisal/feedback •Self -evaluation and reflection •Peer -evaluation

Futuristic Model Changes in medical practice, the social environment and technological developments will change the medical curriculum in 20 years. •Changes to IT & learning resources, virtual reality, simulations •Adapting to an aging population with chronic illnesses •Evidence based diagnostics & treatments: •Shift from hospitals to community •More self -directed learning • Multi-professional, multi-specialist teamwork •Changing roles of teachers: facilitators, guides, mentors, evaluators • Social media, Facebook, Twitter, internet resources, YouTube, smart phones

Courses for medical educators • PhD • Masters, Diplomas, Certificates (Full time, part time, on-line) • PGCHE: 1 year on the job/part-time • Training The Trainers (TTT), Teaching Improvement Project (TIPS) and other short courses (1,2,3 days) • Half-day, lunch-time, evening sessions • 1:1 teaching observation and feedback • Peer Evaluation of Teaching schemes • Portfolio based: (HEA, AoME) membership • Asynchronous Distance Learning courses

The creation of an on-line teacher training course.

Reg Dennick, Catherine Haines Nikodem Miranowicz Pete Johnson

Produced by the School of Medicine at the University of Nottingham Available via the RCGP web-site

MedWise Origins The Teaching Improvement Project (TIPs) & Teaching and Assessing clinical skills (TACs) TIPs was a 2 day taught course on teaching, learning • and assessment for 12 people involving an element of practical microteaching. TACs was a 1 day taught course on teaching and • assessing practical skills. 1994 – 2012 TIPs/TACs average approx 100 individuals • per year Locally taught: ~2000 doctors and healthcare • professionals.

General Medical Council ‘Recognising and approving trainers’ (2012): Starting Points  By mid 2016, all medical trainers to be recognised and trained to an ‘appropriate level’  A face to face TIPs course cannot achieve this.  Proposed to convert TIPs content into an on-line course on the Moodle platform