Article
Engaging clinical teachers in staff development to improve student learning: highlighting the importance of feedback
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Authors
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Clare Polack
- University of Southampton, Faculty of Medicine, Southampton, United Kingdom
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Alex Fitzgerald-Barron
- Wessex Deanery, Winchester, United Kingdom
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Anja Timm
- University of Southampton, Faculty of Medicine, Southampton, United Kingdom
| Published: | August 31, 2015 |
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Outline
Text
Number of participants: 12-18
Learning outcomes:
By the end of the workshop, participants will have had the opportunity to:
I. Consider the staff development needs of clinicians who teach students on placement.
II. Discuss the expectations (of students, clinicians, faculty and regulators) of the delivery of clinical teaching in Germany and the UK
III. Explore the concept of feedback (theory, methods and practice) in the clinical environment and how it enables student learning.
Methods:
2h interactive workshop including presentations, plenary discussions and small group work
Structure of the session:
Welcome, overview and introductions (10mins)
Discussion – how do we define clinical teaching and does understanding vary between countries? Participants experiences of staff development in this area. (20mins)
Presentation/discussion – Clinical placements in the UK and Germany and staff development for clinical teachers in the UK (15mins)
Demonstration and small group exercise – giving and receiving feedback (40mins)
Presentation – theories and methods of feedback (10mins)
Putting it into practice – how can individual participants take ideas forward? (10mins)
Evaluation and close (10 mins)
Timing:
Ideally, this workshop would be scheduled for Wednesday.
Rooms and technical equipment: Seminar room with flip chart, projector (ideally without tables) and as large as possible (for break out groups).
Background of the workshop facilitators:
CP is a GP and Programme Lead for the BM(EU), a collaborative medical programme between the University of Southampton and Gesundheit NordHessen. She has been involved in medical education for 15 years.
AF-B is a GP and experienced staff developer for both undergraduate and postgraduate medicine who has been involved in medical education for over 20 years.
AT is a social scientist and Deputy Head of the Medical Education Development Unit. She has been conducting medical education research for 7 years and regularly contributes to staff development sessions.
References
- 1.
- Dybowski C, Harendza S. Bedside teaching: General and discipline-specific teacher characteristics, criteria for patient selection and difficulties. GMS Z Med Ausbild. 2013;30:Doc23. DOI: 10.3205/zma000866
- 2.
- McKimm J. Giving effective feedback. British Journal of Hospital Medicine. 2009 March;70(3):158-61.
- 3.
- Rudolph J, Raemer D, Shapiro J. We know what they did wrong, but not why: the case for ‘frame-based’ feedback. The Clinical Teacher. 2013;10:186–189.
