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Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
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Teaching Procedural Skills: Integrating Educational Theory Into Practice.

Christopher J Smith1, Cory Rohlfsen2, Jana Wardian1

  • 1Associate Professor, Division of Hospital Medicine, Department of Internal Medicine, University of Nebraska Medical Center.

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|December 12, 2024
PubMed
Summary
This summary is machine-generated.

A workshop effectively trained health professions trainees in teaching procedural skills, enhancing both their attitudes and knowledge. This evidence-based program integrated instructional design principles for improved teaching practices.

Keywords:
Clinical Teaching/Bedside TeachingClinical/Procedural Skills TrainingEducational TheoryInstructional DesignProcedural Skills

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Surgical Skills Training

Background:

  • Formal training in teaching procedural skills is often missing in health professions education curricula.
  • Developing effective educators is crucial for advancing patient care and medical knowledge.
  • There is a need for structured programs to equip trainees with pedagogical skills.

Purpose of the Study:

  • To develop and evaluate a workshop on teaching procedural skills for medical residents and fellows.
  • To assess the impact of the workshop on participants' attitudes and knowledge regarding instructional design and teaching practices.
  • To integrate evidence-based teaching methods and instructional design principles into a practical training module.

Main Methods:

  • A 90-minute interactive workshop was designed using Gagne's model of instructional design and evidence-based teaching practices.
  • Participants included postgraduate medical trainees (years 2-6) from diverse disciplines.
  • Pre- and postworkshop surveys evaluated learner reactions, attitudes, and knowledge (Kirkpatrick levels 1 and 2).

Main Results:

  • The workshop received highly positive evaluations (mean scores 4.8-5.0/5).
  • Significant improvements were observed in participants' attitudes towards applying instructional design (pre: 2.2 vs. post: 4.3, p < .01).
  • Knowledge-based question scores also increased, indicating enhanced learning.

Conclusions:

  • The workshop was well-received and effectively improved trainees' attitudes and knowledge in teaching procedural skills.
  • Key strengths include its broad appeal, integration of educational theory, and interactive format.
  • This program offers a valuable model for enhancing clinical educator training in health professions institutions.