Does Targeted Training Improve Residents' Teaching Skills?.
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Notice bibliographique
Résumé
Resident doctors have an important and integral responsibility of teaching a number of individuals. The purpose of this study was to measure the effectiveness of the University of Saskatchewan's resident-as-teacher training course - Teaching Improvement Project Systems (TIPS). Residents who attended the TIPS course from January, 2010 through June, 2013, were recorded in before the course as well as during Day 1 and Day 2 of TIPS. Resident teaching skills improved significantly as a result of the TIPS course, especially from pre-TIPS to Day 1. Further research is required to study to what extent and under what circumstances these skills are implemented after completion of the course.The College of Medicine at the University of Saskatchewan is one of 17 medical schools in Canada with a full undergraduate program and many residency programs. Resident doctors who have completed their undergraduate medical degree have a significant teaching role in the College. In addition to their own training in a variety of specialties, they are responsible for a significant amount of teaching for medical students. In the course of their clinical duties they are also involved in teaching colleagues, co-workers, patients, and the public. Because the vast majority of resident doctors have little or no formal training in teaching, the College of Medicine requires residents to attend a resident-as-teacher training course - Teaching Improvement Project Systems (TIPS) - in their first year of residency. This course is a modified version of the TIPS course developed in 1975 at the University of Kentucky Center for Learning Resources. The course was designed specifically to improve teaching in the health professions. Until recently, its effectiveness as an intervention had not been thoroughly investigated.TIPS for Residents is a two-day course designed to improve teaching skills and knowledge. Residents teach in multiple and various environments - both formal and informal - and, as such, the TIPS course covers a wide variety of research-based skills and concepts relevant to effective teaching and learning in medicine (Amin & Khoo, 2003; Dent & Harden, 2013; Mackway-Jones, Walker, Council, & Britain, 1999). Day 1 focuses on the components of an effective instructional session: writing learning objectives and creating and delivering an effective motivational set (introduction to a teaching session, establishing a conducive learning environment, and providing relevancy), body (learning activities and content delivery), and closure (conclusion and review). There is also a module on effective use of technology, primarily PowerPoint. Day 2, typically one week after Day 1, addresses additional aspects of teaching and learning: learning preferences, feedback, and cognitive errors. Day 2 shifts the focus to more informal teaching which might take place in clinical environments and, as such, a discussion of clinical teaching techniques is included.There are many unique aspect of the course which we believe have contributed to its success. We use a flipped classroom approach whereby residents are required to do some pre-reading and preparation for much of what is discussed during the course. Day 1 and Day 2 are typically one week apart, encouraging reflection and taking advantage of spaced practice for optimal learning. Both days involve extensive group discussions and participation from residents and conclude with microteaching sessions where residents teach a medical topic to their colleagues. A session is a mini instructional session typically lasting between five and ten minutes. Other than the time limitation, residents are allowed to teach about any medical topic, in any delivery style they choose, and to any level of learner (including patients). In this way, they have the opportunity for a very practical teaching and learning encounter. These are followed by feedback from the resident learners as well as the facilitator. …
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle