Nair Balakrishnan R, Gilligan Conor, Jolly Brian
School of Medicine and Public Health, and Academy of Clinical Educators, University of Newcastle, Callaghan, NSW, Australia.
Adv Med Educ Pract. 2022 Feb 9;13:129-136. doi: 10.2147/AMEP.S347790. eCollection 2022.
An Academy of Clinical Educators (ACE) was established at the University of Newcastle, to support and build capacity among existing and prospective medical educators. ACE established a Certificate of Clinical Teaching and Supervision (CCTS) program, the final assessment of which was a reflective piece on how the course has affected participants' practice as clinical teachers or supervisors and how changes are expected to impact learner achievement. We conducted a qualitative evaluation of these to explore the impact of the CCTS on participants' teaching.
Thirty-one participants (of 90 completers to date) consented for their written reflections to undergo qualitative thematic analysis and completed a survey exploring their preparation for, and experience of the program, and application of skills learnt.
Most participants reported applying the skills gained through the CCTS to their teaching practice to a large (n=23; 72%) or very large (n=5; 16%) extent. Four themes emerged from the qualitative data, aligned with the topics of the CCTS: teaching structure; feedback; orientation; and assessment. Participants described application of more structured approaches to orientation, teaching and feedback, positive student responses, and self-reported satisfaction with adopted changes.
The CCTS has motivated change in the teaching practice of participants. Although evidence presented here is limited by the self-reported nature, descriptions of actual changes in practice were detailed and specific enough to suggest they could act as a proxy for objectively measured change in behaviour and outcome.
A faculty development program delivered to clinicians with a range of teaching and education-related roles, from varied clinical disciplines and professions, can promote improved, structured teaching and feedback.
纽卡斯尔大学成立了临床教育工作者学院（ACE），以支持现有和未来的医学教育工作者并提升其能力。ACE设立了临床教学与督导证书（CCTS）项目，该项目的最终评估是一篇反思文章，内容涉及该课程如何影响参与者作为临床教师或督导的实践，以及这些变化预计将如何影响学习者的成绩。我们对这些反思文章进行了定性评估，以探讨CCTS对参与者教学的影响。
31名参与者（截至目前90名完成者中的）同意对他们的书面反思进行定性主题分析，并完成了一项调查，该调查探讨了他们对该项目的准备情况、参与体验以及所学技能的应用。
大多数参与者报告称，他们将通过CCTS获得的技能在很大程度（n = 23；72%）或非常大程度（n = 5；16%）上应用于教学实践。定性数据中出现了四个主题，与CCTS的主题一致：教学结构；反馈；指导；以及评估。参与者描述了在指导、教学和反馈中采用更结构化方法的情况、学生的积极反应以及对所采用变化的自我报告满意度。
CCTS促使参与者的教学实践发生了改变。尽管此处呈现的证据受自我报告性质的限制，但对实践中实际变化的描述详细且具体，足以表明它们可作为行为和结果客观测量变化的替代指标）。
为来自不同临床学科和职业、担任一系列教学及教育相关角色的临床医生提供的教师发展项目，可以促进改进的、结构化的教学和反馈。
