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A pilot study designed to acquaint medical educators with basic pedagogic principles.

P J McLeod1, J Brawer, Y Steinert

  • 1Centre for Medical Education, McGill University, Montreal, Canada. peter.mcleod@mcgill.ca

Medical Teacher
|February 19, 2008
PubMed
Summary
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Medical faculty gained explicit knowledge of teaching principles through a pilot program. This enhanced awareness positively impacted their teaching effectiveness, highlighting the value of formal pedagogic training.

Area of Science:

  • Medical Education Research
  • Pedagogic Science
  • Faculty Development

Background:

  • Medical school faculty development often overlooks foundational pedagogic principles.
  • Teachers possess tacit knowledge of pedagogy but lack explicit understanding.
  • Formal education principles are rarely integrated into medical teaching practices.

Purpose of the Study:

  • To convert teachers' tacit knowledge of pedagogic principles into explicit knowledge.
  • To investigate the impact of explicit pedagogic knowledge on teaching effectiveness.
  • To explore faculty engagement with formal educational principles.

Main Methods:

  • A pilot intervention involving a workshop, workbook, and educational consultants.
  • Purposive sampling of experienced medical school teachers.

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  • Utilizing questionnaires and semi-structured interviews for evaluation.

    • Main Results:

    • Participants expressed surprise at the existence of a robust pedagogic science.
    • Faculty showed enthusiasm for learning more about educational principles.
    • Acquired knowledge demonstrated an immediate positive effect on teaching practices.

    Conclusions:

    • Explicitly teaching pedagogic principles enhances faculty awareness and engagement.
    • The intervention successfully transformed tacit knowledge into explicit understanding.
    • Formal training in educational principles is crucial for improving medical teaching.