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Teaching Skills Training for Pre-clinical Medical Students Through Weekly Problem-Based Learning Teaching Topic
Gregory Schreck1, Dale Netski2, Edward Simanton2
1Department of Internal Medicine, University of Utah, Salt Lake City, Utah, USA.
Medical Science Educator
|January 8, 2024
Summary
Medical students received video-based teaching skills training, leading to improved presentation skills in their problem-based learning courses. These improvements were sustained over 12 weeks, enhancing both student learning and faculty-reported presentation quality.
Area of Science:
- Medical Education
- Pedagogical Interventions
- Health Professions Education
Background:
- Medical students often teach peers but lack formal training in teaching skills.
- Existing undergraduate medical curricula have a paucity of dedicated teaching skills instruction, particularly in early phases.
Purpose of the Study:
- To evaluate a novel framework for teaching essential medical presentation skills to first-year medical students.
- To assess the effectiveness and durability of implemented teaching skills.
Main Methods:
- Developed video lessons on five key teaching skills: learning objectives, lesson complexity, audience engagement, relevance, and resource selection.
- First-year medical students applied these skills in weekly learning issue presentations within a problem-based learning course.
- A rubric assessed skill performance, with facilitators providing scores.
Main Results:
- Significant improvements in all assessed teaching skills were observed within the first 4 weeks.
- Durable skill performance and continued improvement were noted for most skills at 8 and 12 weeks.
- Student feedback indicated the framework was helpful for improving presentations; faculty observed enhanced quality.
Conclusions:
- The implemented framework effectively fostered the adoption and sustained use of five core teaching skills among first-year medical students.
- The intervention demonstrated a positive impact on presentation quality and student learning experiences in a problem-based learning setting.
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