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Evaluation of a program for developing clinical teaching skills of lecturers at Benha faculty of medicine

Authors

  • Dr. Hossam Maaty

Theme

3JJ Staff development

INSTITUTION

Benha faculty of medicine - Neurosurgery - Cairo

Background

Clinical learning is influenced by several factors including learning environment, and teaching staff skills; lack of these skills may lead to poor quality of clinical education.

This study is conducted to develop and evaluate a training program for developing clinical teaching skills of lecturers at Benha faculty of Medicine in Egypt.

Summary of Work

Methodology:

The study includes 70 lecturers working at clinical faculty departments, and 425 students enrolled in their 5th and 6th academic years. Three tools were used for data collection; first: lecturers' knowledge questionnaire, second: lecturers' observation check list, and third: students' satisfaction questionnaire. These tools were employed directly pre/post the program, and again after three months. The program was carried out in the form of two sessions per week (3 hours each) for 2 months during the 2012-2013 academic year.

Research Design:

A Quasi-experimental design was used to carry out this study.

Tools:

The following three tools were employed by the researcher after reviewing relevant literature.

1st tool (Figure 1): Lecturer's knowledge questionnaire sheet:

This was used to assess the lecturer's knowledge regarding clinical teaching skills. 50 questions constitute this questionnaire; these questions are categorized under 5 dimensions:

  1. Clinical teaching and learning
  2. Clinical teaching and strategies
  3. Clinical competence
  4. Clinical training
  5. Clinical evaluation

2nd tool (Table 2): Lecturer's observation check list

This check list was used to assess the actual performance of the lecturers during clinical training. It consisted of 132 items constituting 6 categories

  1. Personal characteristics (21 items)
  2. Interpersonal relationship (10 items)
  3. Professional competence (27 items)
  4. Promoting effective and conductive CLE (10 items)
  5. Educational competence (the role of lecturers) (52 item)
  6. The role of the lecturer as an assessor and evaluator (12 items)

3rd tool (Table 3): Students' satisfaction questionnaire sheet

It was used to assess and measure students' satisfaction about the performance of the lecturer. This questionnaire is of 95 items that are categorized into 5 main categories

  1. Personal characteristics (12 items)
  2. Interpersonal relationship with others (10 items)
  3. The role of lecturers as educators (56 items)
  4. The Clinical Learning Environment (CLE) (6 items)
  5. The clinical competence (11 items)

The scores of the three assessments (tools) pre/post and the three months after the program are detailed in the results section as follows:

  • 1st tool in Figure 1
  • 2st tool in Table 2
  • 3rd tool in Table 3
Summary of Results
  • There were statistically significant increase in the mean scores assigned to the lecturers regarding their clinical teaching skills knowledge and performance after the implementation of the program, compared to the scores before implementation.
  • A similar result occurred for the mean scores of students regarding their level of satisfaction throughout all phases.
  • It is, however, important to point that the mean scores of all items and decreased three months after the program's end, compared to the immediate outcome after the implementation of the program but still higher than the pre program levels.
Conclusion
  • The study results revealed that the implementation of this training program resulted in statistically significant improvement of lecturers clinical teaching skills (knowledge and performance), and students' satisfaction in relation to performance of lecturers in the clinical sitting. The mean scores of all items were decreased after 3 months in comparison to immediate post program.
  • The most satisfying lecturer as reported by students is the lecturer who possess 18 crucial characteristics detailed in the more info section
Take-home Messages

Recommendation:

We recommended that introducing such educational training program before employment for the lecturers may develop their clinical teaching skills, roles, characteristics, and responsibility In the clinical sitting. In addition; this may help the developing of new teaching/learning strategies in medical school.                                                                               

Acknowledgement

I would like to thank both the instructors and students for their collaboration in bringing this research into being. I would also like to thank my respective institution and colleagues for ideas and help throughout the process.

Background
Summary of Work
Summary of Results

*The most improved items were clinical trainer and clinical evaluation

*The most improved items were personal characteristics interpersonal relationship assessor and evaluator

*The most improved items were personal characteristics/ clinical competence

Conclusion

The most satisfying lecturer as reported by students is the lecturer who:

  1. Demostrates a sense of humor
  2. Recognizes students' worries
  3. Encourages students to ask questions/ ask for help
  4. Demonstrates warmth and patience in interpersonal relationships 
  5. Is well prepared for seminar/ clinical conference...etc.
  6. Knowledgeable and skillful in practicing tasks
  7. Conducts activities with enthusiasm 
  8. Regards group discussions as a desirable conduct
  9. Uses introduction before starting the lecture and emphasizes on the main points and employs a conclusive conlusion
  10. Uses appropriate gestures in presentations and appreciates good ideas
  11. Acts as a resource during clinical practice
  12. Asks questions relevant to clinical practice under consideration
  13. Provides students with the chance of re-demonstrating various clinical procedures
  14. Provides positive, constructive, useful and timely feedback
  15. Uses appropriate evaluation methods for emasuring the educational objectives
  16. Provides specific suggestions for improving students' performance
  17. Seeks students' assessment of the lecturer's teaching and evaluation methods
  18. Elaborate the weak and strong points regarding students performance and informs his students when errors occur.    
Take-home Messages
Acknowledgement
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