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Related Experiment Videos

Experienced clinical educators improve their clinical teaching effectiveness.

Patricia Lye1, Charlotte Heidenreich, Rebekah Wang-Cheng

  • 1Department of Pediatrics, Medical College of Wisconsin, Milwaukee 53226, USA. plye@mcw.edu

Ambulatory Pediatrics : the Official Journal of the Ambulatory Pediatric Association
|March 20, 2003
PubMed
Summary

Experienced clinical educators improved teaching effectiveness by adopting new literature-based methods. Daily reflection and group support enhanced their instructional skills, leading to better learner focus and productivity.

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Area of Science:

  • Medical Education
  • Faculty Development
  • Clinical Teaching Skills

Background:

  • Experienced clinical educators (CEs) are crucial for training future healthcare professionals.
  • Integrating evidence-based teaching strategies can enhance the quality of clinical instruction.
  • The adoption of novel teaching methods by experienced educators requires structured support.

Purpose of the Study:

  • To evaluate the impact of incorporating four literature-based teaching methods on the instructional effectiveness of experienced clinical educators.
  • To assess the feasibility and sustainability of adopting new teaching techniques in a clinical education setting.

Main Methods:

  • Seven experienced clinical educators participated in a monthly faculty development program focused on four literature-based teaching methods.

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  • Participants used personal digital assistants to record the application of these methods over a 10-month period.
  • Teaching evaluations of participating CEs were compared to a control group at baseline, during the study, and one year post-intervention using analysis of variance.

    • Main Results:

    • Significant increases in the reported use of priming and feedback methods were observed.
    • Teaching evaluation scores showed significant improvement for CEs on one item during the study and follow-up periods, unlike the control group.
    • CEs reported enhanced learner and teacher focus, leading to more productive clinical encounters and increased reflection on teaching practices.

    Conclusions:

    • Experienced clinical educators can successfully integrate new, literature-based teaching methods into their practice with appropriate training and support.
    • Group support and daily reminders facilitate reflection and enhance the adoption of new teaching strategies.
    • The implemented interventions demonstrably improved the teaching effectiveness of experienced clinical educators.