Olupeliyawa Asela M, Venkateswaran Sunil, Wai Nyunt, Mendis Kumara, Flynn Eleanor, Hu Wendy
Faculty of Medicine, University of Colombo, Sri Lanka.
International Medical University School of Medicine, Kuala Lumpur, Malaysia.
Clin Teach. 2020 Feb;17(1):86-91. doi: 10.1111/tct.13024. Epub 2019 May 16.
Adapting existing training resources for clinical teachers is more efficient than creating resources de novo. There is limited evidence on how to effectively use and ensure the relevance of training materials originally developed for different contexts and audiences. We tested in Sri Lanka and Malaysia the transferability of scenario-based training videos and session plans developed for Australian medical schools, to identify those aspects which need adaptation, and make recommendations to enhance transferability.
Staff involved in student support from three medical schools were invited to participate in five workshops facilitated by an Australian educator. Video discussion triggers of students presenting with concerns were used in workshop activities, including written exercises, group discussions and reflection. The quantitative and qualitative data collected included categorical and free-text participant responses to questionnaires and structured field notes from local faculty developers using peer observation.
Academic and clinician-teacher participants predominated in the workshops. Of 66 participant questionnaires (92% response rate), over 90% agreed that the workshop was relevant, and over 95% agreed that the videos facilitated discussion and the sharing of experiences. Field notes confirmed that participants were engaged by the videos, but identified that one student scenario and the approaches for seeking support in others were not immediately transferable to local contexts. The adaptation of facilitation techniques used in Australian workshops was needed to address audience responses.
Our findings confirm faculty development principles of content relevancy and incorporation of reflection. To enhance transferability, we recommend co-facilitation with local faculty members, the explicit signposting of topics and re-contextualising key concepts through reflective discussion.
对临床教师而言，调整现有的培训资源比重新开发资源更有效。关于如何有效利用并确保最初为不同背景和受众开发的培训材料的相关性，证据有限。我们在斯里兰卡和马来西亚测试了为澳大利亚医学院开发的情景式培训视频和课程计划的可转移性，以确定需要调整的方面，并提出增强可转移性的建议。
邀请了三所医学院参与学生支持工作的人员参加由一名澳大利亚教育工作者主持的五场工作坊。工作坊活动中使用了学生表达担忧的视频讨论触发点，包括书面练习、小组讨论和反思。收集的定量和定性数据包括参与者对问卷的分类和自由文本回复，以及当地教师开发者使用同行观察法记录的结构化现场笔记。
参与工作坊的主要是学术人员和临床教师。在66份参与者问卷中（回复率为92%），超过90%的人认为工作坊相关，超过95%的人认为视频促进了讨论和经验分享。现场笔记证实参与者被视频吸引，但发现一个学生情景以及其他情景中寻求支持的方法不能直接应用于当地情况。需要调整澳大利亚工作坊中使用的引导技巧以应对受众的反应。
我们的研究结果证实了内容相关性和纳入反思的教师发展原则。为了提高可转移性，我们建议与当地教师共同主持，明确标注主题，并通过反思性讨论重新构建关键概念的背景。
