Effective Educational Program

IntroductionMy target as a medical educator is to prepare medical technologists (MT) for a professional role. I am seeking to develop professionals who are competent, able to self-monitor and self-assess their performance. Acceptance of these goals has focused my gaze on helping learners develop competency in “how to learn”, as well as in “what to learn”. A variety of educational theories have been used to support the clinical learning experience. (Fig. 1, 2) Underpinning these theories seven principles were emerged where medical educators need to follow to achieve a successful educating program. (Fig. 3)¹’²

Figures

Alahmed W.¹’², Muir F.¹ and McConville K.¹

References

Methods• Simple anchored rating scale of 1-5 of the “strength” to assess educator by peers. • Set ground rules by trainers.• Pre-assessment. • Post curriculum prior to presentation time.•Provide safe and comfortable teaching environment.• Encourage small group discussion to help self direction.³• Handouts with key points to facilitate deep learning.⁴ • Outline educational objectives.• Include study cases to gain attention.• Use Bloom taxonomy multi-tiered model to assess learning outcomes. (Fig. 5)• Role-play simulation to teach communication skills. (Fig. 6)• Power point presentation with figures. • Open-end questions type of presentation.• Change presentation format every 15 to 20 minutes. • Review learning outcomes at the end. • Post assessment.• Teach clinical skills using Advanced Trauma Life Support (ALTS).(Fig.7) • A 360 degree evaluations.⁵• Calgary-Cambridge Model for a written feedback. (Fig. 8)• Seven principles of good feedback facilitate self-regulation. (Fig.9)

I am grateful to Dr Fiona Muir and Dr Kevin McConville for their support through Training the Trainers Module. I would like to thank Dasman Diabetes institute and Dundee University for giving me the chance to be part of the postgraduate program.

Results

Conclusion

The results of the pre and the post assessment questionnaires showed a significant change in the trainers’ knowledge, which demonstrates the great value of this educational program.(Fig. 10)

Guiding, coaching, feedback and mentoring have become the responsibility of senior community members. Learners have a legitimate role in the community and their learning and participation contribute to the community’s and the institution’s growth.¹⁸ By using teaching and learning methods based on educational theories and derived principles, medical educators will become more effective teachers. This will enhance the development of knowledge, skills, and positive attitudes in their learners, and improve the next generation of medical teachers and subsequently the healthcare service.

Acknowledgements

1. Kaufman D. M. (2003) BMJ. 326:213. 2. Leung F.H.et. al.(2009) Med. teach. 31: 555–9. 3. Jaques D. (2003) BMJ. 326: 492-4.4. Mann K.V. (2011) Med. Edu. 45: 60-68. 5. Swing S.R. (2002) Acad. Emerg. Med. 9(11): 1278-1287.

Dundee University¹ , Dasman Diabetes Institute²

BMJ 2003;326:213 •David M Kaufman BMJ 2003;326:213 •David M Kaufman