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Improved cognitive apprenticeship clinical teaching after a faculty development program.

Eri Konishi1,2,3, Takuya Saiki1, Hiroshi Kamiyama3,4

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Summary

Faculty development programs using the cognitive apprenticeship model improved clinical teachers' educational perceptions and behaviors. Self-assessment showed sustained improvements in articulation, exploration, and creating safe learning environments six months post-program.

Keywords:
Maastricht Clinical Teaching Questionnaireclinical teachercognitive apprenticeshipfaculty developmentpediatrics

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Area of Science:

  • Medical Education
  • Faculty Development
  • Cognitive Apprenticeship

Background:

  • Cognitive apprenticeship is an effective clinical teaching strategy.
  • Faculty development (FD) effects on clinical teachers are under-researched from this perspective.
  • This study examines clinical teachers' self-assessment of educational perceptions and behaviors post-FD using the cognitive apprenticeship model.

Purpose of the Study:

  • To investigate clinical teachers' self-assessment of educational perceptions and behaviors after a faculty development program.
  • To evaluate the impact of a faculty development program based on the cognitive apprenticeship model on clinical teaching.

Main Methods:

  • Board-certified pediatricians participated in a 3-day faculty development program.
  • Participants completed general perception questionnaires and the Maastricht Clinical Teaching Questionnaire (MCTQ) pre-program and 3 and 6 months post-program.
  • The MCTQ is based on the cognitive apprenticeship model.

Main Results:

  • 78% of participants reported positive changes in educational perceptions 6 months after FD.
  • MCTQ scores for "articulation," "exploration," and "safe learning environment" showed sustained significant improvement 6 months post-FD.
  • Self-perceived behavioral improvements were sustainable for 6 months.

Conclusions:

  • Faculty development programs utilizing the cognitive apprenticeship model can lead to sustainable improvements in clinical teachers' self-perceived behaviors.
  • Participants transformed into interactive facilitators, promoting self-directed learning.
  • The MCTQ is a valuable tool for self-assessment and enhancing faculty development effectiveness.