Article
Development of expertise in clinical teaching (DECT) – a multidimensional study design
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Authors
Received: | June 15, 2008 |
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Revised: | August 6, 2008 |
Accepted: | August 6, 2008 |
Published: | August 19, 2008 |
Outline
Text
Objectives: There is uncertainty about what makes up the quality of clinical teaching and how expertise in clinical teaching might develop [Ref. 1]. There is great need for qualitative research in this field to be able to generate more theory driven models for the improvement of didactical training. We therefore wanted to examine the development of expertise in clinical teaching by a multidimensional observational design. As quality criteria we used 10 categories of good teaching quality for which a sound evidence base is acknowledged in school teaching [Ref. 2], [Ref. 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 the video recording
In the dimensions (1) – (4) the 10 categories of good teaching from above formed the basis of investigation.
Results: 17 teaching sessions were analysed by the described design.
Teachers’ and students’ feedback was good, stating no major interference of the setting with their teaching encounter.
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 our method is useful to describe the development of expertise in clinical teaching remains to be investigated by larger cross-sectional samples.
References
- 1.
- Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, Prodeaus 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.
- 2.
- Helmke A. Unterrichtsqualität erfassen, bewerten, verbessern. Seelze-Velber: Kallmeyer; 2003.
- 3.
- Meyer H. Was ist guter Unterricht? Berlin: Cornelsen; 2004.