gms | German Medical Science

Research in Medical Education – Chances and Challenges International Conference

20.05. - 22.05.2009, Heidelberg

Development of expertise in clinical teaching (DECT) - study design

Meeting Abstract

  • corresponding author presenting/speaker Jan Breckwoldt - Charité-Berlin, Benjamin Franklin, Medical Center Anesthesiology, Berlin, Germany
  • Teresa Campbell - Charité-Berlin, Benjamin Franklin, Medical Center Anesthesiology, Berlin, Germany
  • Ulrike Fehr - Charité-Berlin, Benjamin Franklin, Medical Center Anesthesiology, Berlin, Germany
  • Kerstin Lingemann - Charité-Berlin, Benjamin Franklin, Medical Center Anesthesiology, Berlin, Germany
  • Christian Siggemann - Charité-Berlin, Benjamin Franklin, Medical Center Anesthesiology, Berlin, Germany

Research in Medical Education - Chances and Challenges 2009. Heidelberg, 20.-22.05.2009. Düsseldorf: German Medical Science GMS Publishing House; 2009. Doc09rmeA3

DOI: 10.3205/09rme03, URN: urn:nbn:de:0183-09rme034

Published: May 5, 2009

© 2009 Breckwoldt et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en). You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.


Abstract

Objectives: How quality of clinical teaching may be described and how expertise in this field might develop is not clear [1]. Consequently qualitative research is needed to generate more theory driven models to understand clinical teaching, and to improve didactical training. We attempted to describe the development of expertise in clinical teaching by a multidimensional observational design. As quality criteria we used 10 categories of teaching quality for which a sound evidence base is acknowledged in school teaching [2], [3].

Methods: Clinical teaching sessions of 50 minutes with a group of 5-6 3rd year students in emergency medicine were analysed using the following dimensions:

1.
structured analysis of the video recording by external experts
2.
evaluation by participating students using a questionnaire
3.
self-evaluation by the clinical teacher immediately after the session
4.
“think-aloud” protocol by the teacher reflecting about on video recording
5.
“think-aloud” protocol by the standardised patient (SP) on the video recording

All dimensions were matched with each other in a sense of “multiple triangulation”.

Results: 44 teaching sessions with 32 teachers were analysed by the described design. Teacher’s and student’s feedback stated no major interference of the study setting with their teaching encounter. More than 95% of the questionnaires were usable, video recordings and TA protocols were of sufficient quality. All 10 categories of teaching quality were applicable.

Conclusion: The method is feasible and seems to generate sufficient data on teaching quality. It is possible to correlate different perspectives on the teaching session with each other. Whether the design is useful to describe the development of expertise in clinical teaching remains to be proven by cross-sectional samples.


References

1.
Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, Prideaux D. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME guide No. 8. Med Teach. 2006;28(6):497-526. DOI: 10.1080/01421590600902976. External link
2.
Helmke A. Unterrichtsqualität erfassen, bewerten, verbessern. Seelze-Velber; Kallmeyer-Verlag; 2003.
3.
Meyer H. Was ist guter Unterricht? Berlin; Cornelsen-Veralg; 2004.