Authors | Institution | |
Lisa MacInnes Michael Begg Debbie Aitken |
University of Edinburgh, Centre for Medical Education |
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Transforming Medical Teachers the impact of faculty development. |
The rise of programmes developing the teaching skills of doctors over the last decade has gone hand in hand with significant changes to post-graduate doctors training and GMC requirements. Systematic reviews of faculty development programmes tend to focus upon individual participation satisfaction surveys rather than higher level evidence of effectiveness. The true story of 'if and how' faculty development initiatives fit in with participants social and clinical working contexts remains unknown. This study explores the experiences of participants who had attended a clinical educator programme (CEP), to examine its percieved effectiveness and also to explore the wider organisational context of the NHS in which they were teaching.
Participants engaged with the CEP were invited to be involved with the study. In all, eight participants (3 consultants and 5 senor registrars / senior trainees), were interviewed. A semi structured interview approach was taken and all interviews were tape recorded with permission. Interviews were transcribed by the researcher and analysed using NVivo software. Interview transcripts were returned to participants for verification of accuracy.
Motivation to attend faculty development initiatives
"It's a way of improving your teaching but it also massively ticks a box. It's a sad state of affairs but that's what we need to do."
"In the latter stages of training you're looking at how to enhance your CV and the CEP is a really good way of doing that."
Transitioning of teaching skills
"I think that's the big strength of the workshops in that there's practical things that you can lift straight out and just try them and there's things that I've tried thinking 'this is going to be a disaster' and it's been absolutely brilliant."
"I'm not sure that it does make you a better teacher, it makes you more aware of how you could become a better teacher."
The value of feedback
"The observation of teaching is really really useful... to have the opportunity to have our teaching observed and receive some feedback is a strong point of the programme."
The value of learning communities
"I really enjoyed going to the workshops 'cause you break down the professional barriers, like psychiatrists, it was like group therapy! It's good to be with a group who are actively engaged!"
""I don't think it's something like an antenatal class where you follow people through to the end!"
Organisational and cultural issues
Lack of time was a key issue when discussing personal and professional development and the planning and delivery of clinical teaching.
"I do it all in my own time, I don't really have an option, there's no protected time."
"Sometimes teaching is cancelled at very short notice but I think the students do appreciate that clinical patient safety comes first."
Lack of value was also an issue when compared with clinical research.
"If I'm busy I'll be told to drop the teaching, give that up and concentrate on the research."
"I will get promoted or get my next grant or get my wages paid if I write a 'Nature' paper. I will not get anything if I deliver a good tutorial."
The need for good educational leadership was also voiced to help drive cultural change.
"What you do needs to fit in and be part of the bigger picture. It needs to be a niche, it needs to be needed, it needs to be wanted, it needs to fit in and be respected."
- Faculty development programmes can provide participants with sets of skills that they can use in clinical teaching practice.
- The provision of protected time for teaching activities, greater value and reward for educational initiatives and stronger educational leadership would be welcomed within this faculty development community.
- The development of peer relationships might be a means by which support, mentorship and feedback can be offerred and any specialities barriers broken down.