gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

27.09. - 29.09.2012, Aachen

Evaluation of a 2-days "Bolus-Approach" to Stanford`s Clinical TEaching Program for Clinical Educators


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  • corresponding author Matthias Hofer - Heinrich-Heine-Universität Düsseldorf, Medizinische Fakultät, Studiendekanat Medizin. Düsseldorf, Deutschland
  • Nicole Heussen - RWTH Aachen, Institut für Medizinische Statistik, Aachen, Deutschland
  • Georgette Stratos - SFDC Stanford Faculty Development Center, U.S.A.
  • Kelley Skeff - SFDC Stanford Faculty Development Program, U.S.A.

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Aachen, 27.-29.09.2012. Düsseldorf: German Medical Science GMS Publishing House; 2012. DocV555

doi: 10.3205/12gma189, urn:nbn:de:0183-12gma1897

Veröffentlicht: 18. September 2012

© 2012 Hofer et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen ( Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.



Introduction: Driven by state, government and by an increasing shortage of medical doctors in Germany, german medical schools and educational professionals recently have intensified their efforts to provide a variety of faculty development programs. Among others, the Stanford Clinical Teacher Program has been offered to medical teachers at four german medical schools, but has initially been challenged by an increasing trainees` drop-out rate due to departmental fluctuation, rising clinical workload and research obligations.

Goals: Therefore, this study evaluates the effectiveness and feasibility of a two-days "bolus-approach" in combination with a follow-up coaching period which aims at the improvement of pedagogical / educational core competencies in the design and delivery of small group teaching sessions in clinical medical education.

Methods: In small training groups of eight trainees, 130 clinicians participated in full two-days (nine hours each day) training workshops and additionally performed three videotaped teaching sessions with standardized feedback from co-trainees and program staff, one to six months after their workshop. The workshops consisted of a modular training of the original SFDC seven main categories "Learning Climate, Control of Session, Communication of goals, Promoting Understanding and Retention, Evaluation, Feedback and Self-Directed Learning”. Each Module lasted 2 to 3 hours and included initial minilectures by the facilitator, analysing and discussing videotaped re-enactments of real teaching scenarios, videotaped role-play exercises and the identification of individual specific goals to improve their own teaching. Evaluation: All trainees rated ten didactic core competencies with self evaluationsat the beginning, and retrospectively at the end of their workshop as well as six months later.In addition, all participants have also been observed and rated by MME-professionals during and after the workshops, based on standardized rating and feedback criteria.

Results: Out of total 130 participants of the workshops, 102 had already completed their follow-up teaching exercises and returned the last retrospective pre-post-questionnaire after six months. On average, the self-evaluations showed an improvement of 1.5 marks (p<0.0001) on a 5-mark-scale with no fading effect after 6 months, which correlated well (0.87) to the external ratings of MME-professionals (+1.1, p<0.0001) on a 5-mark-scale.

Discussion/ Conclusion: Participants` feedbacks pointed out the value of video-supported micro teaching exercises and the opportunity to practise interactive teaching techniques in multiple teaching encounters under supervision. The combination of a two-days “bolus” workshop with multiple teaching interventions after the workshop provides an effective and reasonable approach to improve core teaching skills of clinical teachers. [1], [2], [3], [4], [5].


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