Article
Using a Teaching guide Checklist to improve student and teacher satisfaction in clinical teaching sessions
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Authors
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Stephanie Herbstreit
- Medizinische Fakultät Essen Universität Duisburg-Essen, Klinik für Orthopädie und Unfallchirurgie, Essen, Germany
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Margarita Gestmann
- Medizinische Fakultät Essen Universität Duisburg Essen, Studiendekanat, Essen, Germany
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Marcus Jäger
- Medizinische Fakultät Essen Universität Duisburg-Essen, Klinik für Orthopädie und Unfallchirurgie, Essen, Germany
| Published: | March 7, 2017 |
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Outline
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Introduction: The development of cognitive, psychomotoric and affective competencies is a primary goal in clinical teaching. Quality teaching is the foundation for educating future physicians. Although many efforts have been implemented to stimulate curricula development, clinical teaching in Germany is still characterized by high levels of dissatisfaction in both students and educators [1]. Reasons include a lack of tutors and lack of tutor motivation [1], [2]. From the students' perspective, a lack of motivation due to inconsistencies in teaching content and assessment has been highlighted. In addition, due to increase in clinical workload requirements, there is a displacement of teaching responsibilities to younger, less experienced doctors, who are not educated to adequately teach students [3].
Objectives: The primary aim of this investigation was to standardize the quality and content of clinical teaching and to evaluate the teacher's guide checklists.
Material Methods/Results: We implemented teacher's guide checklists in a pocket format, for different clinical teaching sessions in the clinic for Orthopedic and Trauma Surgery. The content detailed information on preparation for the clinical sessions, useful teaching material, theoretical foundations, didactical methods and simple feedback techniques. Teachers completed 6-item survey concerning overall satisfaction as well as opinions regarding the individual instructions on the checklists, using a five-point Likert scale. The online university evaluation program EvaLuna asked questions for students satisfaction with the course and perceived gain of knowledge with questions using a seven-point Likert scale.
Results: Teachers' satisfaction with the checklists was rated high without exception. Students' satisfaction showed a significant increase compared to the previous summer semester. The effect size was determined as d=0,5-0,8 in areas of clinical teaching, where significant impact was expected.
Conclusion: Well formulated teacher checklists can lead to standardization of teaching and an improvement in both student and teacher satisfaction. This approach is particularly relevant in clinical areas where there is high teacher turnover or inexperienced doctors are expected to tutor.
References
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