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

Public Health

Behavioural science

Anatomy Haematology Physiology Histology Biochemistry Microbiology Genetics Endocrinology Pathology Immunology Pharmacology

Clinical Reasoning Clinical Problem Solving Clinical Practice

Traditional Medical Education

Communication skills

Curriculum Models

Anatomy Haematology Physiology CTSF Molecular medicine

Communication skills

Microbiology Public Health Behavioural Science Genetics Endocrinology Pathology Immunology Pharmacology

Clinical Experience Clinical Problem Solving Clinical Practice

Traditional Medical Education

Cardiovascular system Immune system Communication skills Reproductive system Musculoskeletal system Gastro-intestinal system Endocrine system Nervous system Respiratory system

Professional development

Cardiovascular system Immune system Communication skills Reproductive system Musculoskeletal system Gastro-intestinal system Endocrine system Nervous system Respiratory system

Professional development

Systems Based

Anatomy Haematology Physiology CTSF Molecular medicine

Communication skills

Microbiology Public Health Behavioural Science Genetics Endocrinology Pathology Immunology Pharmacology

Clinical Reasoning Clinical Problem Solving Clinical Practice

Cardiovascular system Immune system Communication skills Reproductive system Musculoskeletal system Gastro - intestinal system Endocrine system Nervous system Respiratory system

Professional development

Anatomy Haematology Physiology CTSF Molecular medicine

Communication skills

Microbiology Public Health Behavioural Science Genetics Endocrinology Pathology Immunology Pharmacology

Clinical Experience Clinical Problem Solving Clinical Practice

Cardiovascular system Immune system Communication skills Reproductive system Musculoskeletal system Gastro - intestinal system Endocrine system Nervous system Respiratory system

Professional development

Systems Based & Integrated

Clinical Practice

Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem C l i n i c a l P r

• b

l e m S

• l

v i n g C l i n i c a l P r

• b

l e m S

• l

v i n g C l i n i c a l E x p e r i e n c e C l i n i c a l E x p e r i e n c e

Problem Based Learning

Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem ProblemProblem Problem Problem Problem

Curriculum Alignment

• Outcomes
• Objectives
• Aims
• Goals

Teaching/learning sessions Learning experiences Assessment

Curriculum alignment

Evaluation Learning resources

Harden & Crosby: Medical Teacher 22, 334-347 (2000). AMEE Guide #20.

The 12 roles of the teacher

Harden & Crosby: Medical Teacher 22, 334-347 (2000). AMEE Guide #20.

• Lecturing & presentation

skills

• Assessment methods
• Giving feedback
• Setting learning objectives
• OSCEs
• Teaching evaluation
• PBL
• Small group teaching
• Bedside teaching
• Practical skills
• Leadership skills
• Creating resources
• Managing staff
• Writing good quality assessment

material

• Assessment analysis techniques.
• Curriculum design and evaluation
• Pastoral care skills
• Appraisal skills
• Information Technology skills
• Computer Assisted Learning skills
• Communication skills
• Feedback skills
• Demonstration skills
• Supervision skills

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

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.

“Tomorrow’s Doctors”

http://www.ltsn-01.ac.uk

What curriculum models are available?

• Professional Outcomes
• Empirical
• Eclectic
• Futuristic

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,
• n-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):

• 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

Starting Points

Creating MedWise

• Converting TIPS/TACs knowledge onto Moodle

was a major challenge requiring a learning technologist.

• It took approximately 1 year to complete
• MedWise was designed to be

– self-directed – topic-based – interactive – assessed – mapped to AoME objectives

20/10/2016 26

• MedWise was piloted and refined with MMedSci

students

• Initially made available to all UoN School of

Medicine academics

• ‘Associate access’ for NHS clinical colleagues was

a major challenge for the University

• RCGP evaluated MedWise and eventually

accredited it.

• MedWise went ‘live’ on RCGP website on 14/9/15

20/10/2016 27

Creating MedWise

MedWise Topics

Harden & Crosby: Medical Teacher 22, 334-347 (2000). AMEE Guide #20.

The 12 roles of the teacher

Harden & Crosby: Medical Teacher 22, 334-347 (2000). AMEE Guide #20.

12 roles survey

• At the end of this section you should be able to:
• Describe and Use Kolb’s experiential learning framework to optimise

learning

• State the importance of reflection
• Use Log Books, Study Guides and Portfolios to enhance learning
• Describe how individual Learning Styles can influence the way individuals

engage with experiential learning

• Describe and explain the key features of supervisory and mentoring

relationships

• Use a systematic approach for giving feedback to a learner
• Identify and support trainees in difficulty

Clinical supervision & feedback

• At the end of this section you should be able to:
• Describe, explain and justify each of the five steps of the Royal

College of Surgeons skill teaching protocol

• Develop empathy and rapport with a learner as they begin the

process of learning a new skill

• Use modifications to the RSC protocol depending on practical

circumstances

• Describe and explain the Dreyfus hierarchy of skill acquisition

Teaching practical skills

• At the end of this module you should be able to:
• Organise a lecture or presentation using the "Context, Content and

Closure" framework

• Structure and sequence the content into a logical and stimulating

narrative based around clear learning objectives aligned with curriculum

• utcomes
• Vary spoken, textual and pictorial stimuli
• Avoid excessive amounts of content and practice good time management
• If feasible, plan for interactivity and questioning

Presentation skills

• At the end of this section you should be able to:
• List the educational goals of small group teaching
• Describe and explain the conditions necessary for effective

small group teaching

• List the facilitator skills required for effective small group

teaching

• Describe and explain some common small group teaching

activities

Small group teaching

• At the end of this section you should be able to:
• Acknowledge that assessment is a form of human measurement
• Differentiate between formative and summative assessment
• Explain how assessment is a fundamental component of curriculum design and

audit

• State the factors that influence the accuracy of assessments
• Explain the concepts of validity and reliability in assessment
• State and outline the main methods of Standard Setting
• Describe a variety of assessment methods for validly measuring different learning
• utcomes

Assessment skills

Activities

Assessment

Corpus analysis of problem-based learning transcripts: an exploratory study.

Ana L Da Silva & Reg Dennick Medical Education (2010) 44, 280-288

Certification

Live MedWise http://moodle.nottingham.ac.uk/cours e/view.php?id=7015

MedWise and PET

• MedWise covers knowledge of teaching, learning

and assessment

• Peer Evaluation of Teaching (PET) improves the

practical skills of teaching

• PET schemes, where clinical teachers engage in
• bservation with feedback, can improve teaching

quality

• PET is already embedded in General Practice

MedWise + PET = Quality Teaching

The next challenge

• Encourage all relevant health

professionals with a teaching role to engage with and/or complete MedWise.

• Set up Peer Evaluation of Teaching

schemes amongst groups of health professionals, linked to appraisal.

How to access MedWise

£80

1.00 2.00 3.00 4.00 5.00 Information provider Role model Facilitator Examiner Planner Resource developer

Level of Proficiency 12 roles of the medical teacher. Level of self reported proficiency, (n=543)

RCGP HEEM OVERALL

Usage so far

20 40 60 80 100 120 140 Clinical genetics Obstetrics Infectious diseases Neurology Obstetrics & Gynaecology Plastic surgery Acute medicine Clinical Oncology Rehabilitation Medical oncology Oral and maxillofacial surgery Palliative medicine Haematology Ear, nose and throat (ENT) surgery Genito-urinary medicine (GUM) Rheumatology Urology Dermatology Pathology Obstetrics and Gynaecology Renal medicine Gastroenterology Endocrinology and diabetes mellitus Cardiovascular medicine Respiratory medicine Radiology Geriatric medicine Ophthalmology Paediatrics General surgery Emergency medicine Orthopaedic and trauma Psychiatry General practice Anaesthetics

Specialities of those registered for MedWise

Unique Users accessing MedWise since September 2015

MedWise Completions since November 2015

Evaluation

(N= 2,142)

• Please rate how much you enjoyed engaging with the topics

that you completed: 3.54/5

• Please rate how much you have learned from the topics that

you completed: 3.61/5

• How likely are you to change your educational practice after

completing MedWise topics? 3.83/5

Some positive comments

• The content is good
• Interesting and comprehensively presented
• Great to have broken down into topic to be able to pick up

and do a chapter at a time.

• Some useful practical skills taught on how to be a better

trainer

• Easy to use
• Small group teaching module was very interesting and has

given me ideas to vary teaching my teaching style for these sessions

• It was interactive throughout which helped with engagement.

Most of the modules were appropriate length. Information was clearly laid out and the course well structured

Questions?

• Staff training and professional development is an

essential component of a well run medical school.

• Faculty need to be trained in teaching, learning and

assessment principles.

• Many types of face to face courses are available.
• On-line courses such as MedWise can provide an

easily accessible introduction to teaching, learning and assessment principles.

Summary

The url that will be used is:

http://www.rcgp.org.uk/learning/online-learning/ole/medwise-teaching-learning-and- assessment.aspx Subscribers will need to:



Click ‘Book now’



Click ‘Go to basket’



Enter your voucher code: “THAILAND80” in the promotional code field and click ‘Update your order’



Check ‘Terms & Conditions’



Click ‘Go to Checkout’



At this point create a new account



From the confirmation page click ‘MedWise’ to access the course”

Subscribing to MedWise