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Video-triggered professional learning for general practice trainers: using the 'cauldron of practice' to explore
Tim Clement1,2, Duncan Howard1, Eldon Lyon1,2
1Murray City Country Coast GP Training, Warrnambool, Australia.
Summary
Clinical educators can improve teaching through a novel video-club intervention. This professional development fosters collective inquiry and vulnerability, leading to enhanced teaching practices and trainee learning.
Area of Science:
- Medical Education
- Professional Development
- Clinical Teaching
Background:
- Clinicians supervising trainees require effective teaching skills.
- Continuous improvement in educator roles is essential.
- Existing professional development may not adequately address teaching practice.
Purpose of the Study:
- To describe the design of a novel, research-informed professional development intervention for clinical educators.
- To evaluate the effectiveness of a video-club approach for enhancing teaching practices.
- To assess participant engagement and perceived impact on learning.
Main Methods:
- A video-club model was developed, bringing together small groups of clinical educators.
- Authentic teaching practice video-recordings were used as stimuli for collective inquiry.
- Participant responses to the educational design and their engagement were analyzed.
Main Results:
- The video-club intervention showed promising outcomes and impact in a pilot study.
- Participants responded positively to the educational design as intended.
- Participants demonstrated engagement with necessary risk-taking and vulnerability for learning.
Conclusions:
- The video-club intervention is a viable and effective model for clinical educator professional development.
- This approach supports educators in exploring and improving their teaching practices.
- The intervention fosters a learning environment conducive to both personal and professional growth.
Keywords:
Faculty developmentintellectual candourmedical educationreflective practicevideo-based educationMore Related Videos
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