Green David, Agarwal Gauri, Lichtstein Daniel M, Knickerbocker Chase B, Maguire Michael, Shaya Gabriel E
Division of Innovations in Medical Education, University of Miami Miller School of Medicine, Miami, FL USA.
University of Miami Miller School of Medicine, Miami, FL USA.
Med Sci Educ. 2022 Jan 27;32(1):91-102. doi: 10.1007/s40670-021-01498-2. eCollection 2022 Feb.
At present, formal training in adult learning principles, educational theories, and educational methods is not a core objective of most medical school curricula. As academic medical centers aim to develop the next generation of medical educators, students must be provided an opportunity to learn educational principles, engage in supervised teaching activities, and develop experiences in academic medicine to foster interest early in their development as educators.
We developed a longitudinal medical education elective for fourth-year medical students, which was comprised of attending five seminars, leading 15 teaching sessions, formulating a medical education project, and writing a reflective essay. The seminars covered the history of medical education in the USA, adult learning theory and teaching principles, use of various teaching strategies and formats, construction and organization of curricula, effective models of evaluation and feedback provision, and principles of educational research.
This exploratory quasi-experiment incorporated a concurrent mixed methods data collection approach via pre- and post-seminar surveys and narrative reflection essay document analyses.
Learners revealed favorable changes in their self-efficacy and self-perceived knowledge and attitudes towards medical education. A qualitative analysis of the reflective essays revealed five thematic categories (learning impacts, medical educator growth, leadership growth, medical school reflections, and future professional plans) and thirteen sub-categories. Students found many opportunities to implement high-quality educational projects, expressed commitment to pursuing teaching careers, and felt better equipped to assume a leadership role as change agents in academic medicine.
Findings are likely relevant to critical stakeholders who advocate for the inclusion of formal educational skills training into medical education curricula.
目前，成人学习原则、教育理论和教育方法方面的正规培训并非大多数医学院课程的核心目标。随着学术医学中心旨在培养下一代医学教育工作者，必须为学生提供学习教育原则、参与有监督的教学活动以及积累学术医学经验的机会，以便在他们作为教育工作者的早期发展阶段就培养兴趣。
我们为四年级医学生开发了一门纵向医学教育选修课，包括参加五场研讨会、主持15次教学课程、制定一个医学教育项目以及撰写一篇反思性文章。研讨会涵盖了美国医学教育的历史、成人学习理论和教学原则、各种教学策略和形式的运用、课程的构建和组织、有效的评估和反馈提供模式以及教育研究原则。
这项探索性准实验采用了会前和会后调查以及叙事反思文章文档分析的并发混合方法数据收集方式。
学习者在自我效能感以及对医学教育的自我认知知识和态度方面呈现出积极变化。对反思性文章的定性分析揭示了五个主题类别（学习影响、医学教育工作者成长、领导力成长、医学院反思以及未来职业规划）和十三个子类别。学生们找到了许多实施高质量教育项目的机会，表达了从事教学职业的意愿，并且感觉更有能力在学术医学中担任变革推动者的领导角色。
研究结果可能与倡导将正规教育技能培训纳入医学教育课程的关键利益相关者相关。
