Theme
7JJ The Teacher
INSTITUTION
Institute of Child Health, University College London, United Kingdom
The Whittington Hospital NHS Trust, London, United Kingdom
Most undergraduate training in child health is provided by paediatric Consultants and trainees. These doctors teach medical students in addition to their clinical and managerial responsibilities, often with no time allocated specifically to undergraduate teaching.
There is considerable variation in how well supported and valued this teaching faculty feel. It is essential to provide appropriate support and recognition to those engaged in teaching in order to maintain high standards in undergradute child health training. In particular, the specialty needs to nurture educators to maintain their ongoing involvement in education in spite of extensive professional commitments.
This study aimed to identify methods used in medical schools across the UK to support doctors teaching undergraduate paediatrics.
We contacted the undergraduate lead for paediatrics at every UK medical school via email. All those agreeing to participate underwent a semi-structured interview, either face-to-face or on the phone.
Participants were asked about the methods used locally to support doctors involved in teaching child health to medical students.
21/31 (68%) undergraduate paediatric leads were interviewed between June and November 2013. Numerous strategies for supporting teaching faculty were identified (see Figure 1). These included peer-review of teaching, awards and certificates for those delivering teaching and teaching mentors for less experienced teaching faculty.
A number of those interviewed reported that strategies such as these were particularly effective in recruiting and retaining paediatric trainees to the teaching faculty. They felt this was because the nature of rotational jobs meant trainee-level educators appreciated local mentoring especially and liked having certificates/feedback for their portfolios.
Undergraduate paediatrics is taught by clinicians at the bedside, in clinic and in tutorials across the country. Boosting morale and providing adequate recognition of those delivering this teaching is essential to provide the highest quality undergraduate child health training possible.
This study identifies a number of methods that can help nurture and retain high quality paediatric educators. Developing a network of paediatric educators can allow good practice to be shared and provide peer support for those engaged in teaching undergraduate child health.
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A range of methods are being used to develop and support paediatric educators around the UK
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Improving networks of paediatric educators can help promote good practice and retain the best paediatric teachers for medical students
Thanks to all the paediatricians interviewed and to the National Institute of Health Research for funding HJ's Academic Clinical Fellowship.