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Teaching the teachers at Leicester: the general practice approach
1Department of Community Health, University of Leicester, Leicester Royal Infirmary, UK.
Medical Teacher
|January 1, 1990
Summary
A new induction program effectively enhances teaching and assessment skills for general practice lecturers. Participants reported significant improvements in their teaching capabilities through structured feedback and self-appraisal.
Area of Science:
- Medical Education
- General Practice Training
Background:
- Newly appointed general practice lecturers require structured support to develop essential teaching and assessment competencies.
- Effective onboarding is crucial for faculty development in academic medical settings.
Purpose of the Study:
- To describe a systematic induction program for new general practice lecturers.
- To enhance participants' skills in teaching and assessment.
- To foster self-appraisal abilities among new faculty.
Main Methods:
- A systematic induction program was implemented for newly appointed general practice lecturers.
- Participant progress was monitored through direct observation and video recording.
- Regular, constructive feedback was a key component of the program.
Main Results:
- All participating lecturers found the program beneficial for developing their teaching capabilities.
- The program facilitated skill development in both teaching and assessment.
- Self-appraisal was encouraged and integrated into the learning process.
Conclusions:
- Systematic induction programs with regular feedback are effective for enhancing the teaching skills of general practice lecturers.
- Such programs contribute to faculty development and improved educational quality in general practice.