Teaching & Learning
This unit focuses on competencies the Clinician Educator needs in order to be an effective teacher in multiple contexts in a manner appropriate to a range of learners, settings, and teaching media. The unit places emphasis on evidence-based teaching and current best practices to maximize engagement and learning.
The Foundations Unit is a co-requisite for this unit.
Competencies Addressed in this Unit
The CE must be able to:
1. Teach effectively using different techniques within different contexts
2. Provide effective feedback
Key Documents
Official Royal College Requirements Document for Teaching and Learning Unit
Primary Review Form (To be filled by Unit Supervisor)
Forms that need to be filled out this unit:
Objectives
1. Teach effectively using at least three different instructional methods for different contexts (according to the candidate’s educational settings)
clinical-based teaching
large-group teaching
workshop teaching
small-group teaching
one-on-one teaching
procedural skills teaching
e-learning
other as appropriate
The candidate should be able to:
describe the indications, advantages, and disadvantages of each selected method within the relevant educational contexts
describe the theory or evidence for best practices relating to each method
regularly incorporate best practices into his or her teaching
discuss the common pitfalls of each selected method
demonstrate how to incorporate the CanMEDS framework within his or her teaching
use effective questioning techniques to foster learner engagement and effective learning
develop a teaching plan for a planned learning activity
2. Demonstrate a reflective education practice, by
describing the principles and importance of reflective practice
applying the principles of reflective practice in his or teaching
3. Demonstrate awareness of faculty development issues by
describing the unique challenges faced by teaching colleagues
demonstrating the ability to skillfully facilitate groups of peers
4. Demonstrate comprehension of the principles of feedback, by
describing the principles of good feedback
incorporating best practices in feedback, including giving feedback in challenging settings (e.g., a learner in difficulty)
Assessment
Please refer to the McMaster Task List for Teaching & Learning Unit for a complete listing of the summative and formative assessments required for this unit. You will also need to collect a number of the following evaluations of your teaching to complete this unit's portfolio assessment:
Primary Review Form (To be filled by Unit Supervisor)
Suggested Reading LIst
Clinical teaching: Medical Journal of Australia “Teaching on the run” series
Lake FR. Teaching on the run tips: doctors as teachers. Med J Aust. 2004;180(8):415–6.
Lake FR, Ryan G. Teaching on the run tips 2: educational guides for teaching in a clinical setting. Med J Aust. 2004;180(10):527–8.
Lake FR, Ryan G. Teaching on the run tips 3: planning a teaching episode. Med J Aust. 2004;180(12):643–4.
Lake FR, Ryan G. Teaching on the run tips 4: teaching with patients. Med J Aust. 2004;181(3):158–9.
Lake FR, Hamdorf JM. Teaching on the run tips 5: teaching a skill. Med J Aust. 2004;181(6):327–8.
Lake FR, Hamdorf JM. Teaching on the run tips 6: determining competence. Med J Aust. 2004;181(9):502–3.
Lake FR, Vickery AW, Ryan G. Teaching on the run tips 7: effective use of questions. Med J Aust. 2005; 182(3):126–7.
Lake FR, Ryan G. Teaching on the run tips 8: assessment and appraisal. Med J Aust. 2005;182(11):580–1.
Lake FR. Teaching on the run tips 9: in-training assessment. Med J Aust. 2005;183(1):33–4.
Vickery AW, Lake FR. Teaching on the run tips 10: giving feedback. Med J Aust. 2005;183(5):267–8.
Lake FR, Ryan G. Teaching on the run tips 11: the junior doctor in difficulty. Med J Aust. 2005;183(9):475–6.
Lake FR, Ryan G. Teaching on the run tips 12: planning for learning during clinical attachments. Med J Aust. 2006;184(5):238–9.
Lake FR, Ryan G. Teaching on the run tips 13: being a good supervisor—preventing problems. Med J Aust. 2006;184(8):414–5.
Lake FR, Vickery AW. Teaching on the run tips 14: Teaching in ambulatory care. Med J Aust. 2006;185(3):166-7.
Clinical teaching: selected articles
Bandiera G, Lee S, Tiberius R. Creating effective learning in today’s emergency departments: how accomplished teachers get it done. Acad Emerg Med. 2005;45(3):253–61.
Dent JA. AMEE Guide No 26: clinical teaching in ambulatory care settings: making the most of learning opportunities with outpatients: Med Teach. 2005;27(4):302–15.
Heidenreich C, Lye P, Simpson D, Lourich M. The search for effective and efficient ambulatory teaching methods through the literature. Pediatrics. 2000;105 (1 Pt 3):231–7.
Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med. 1995;70(10):898–931.
Irby DM. What clinical teachers in medicine need to know. Acad Med. 1994;69(5):333–42.
Neher JO, Gordon KC, Meyer B, Stevens N. A five-step “microskills” model of clinical teaching. J Am Board Fam Pract. 1992;5(4):419–24.
Reznick RK, MacRae H. Teaching surgical skills—changes in the wind. N Engl J Med. 2006;355(25):2664–9.
Sachdeva AK. Use of effective questioning to enhance the cognitive abilities of students. J Cancer Educ. 1996;11(1):17–24.
Vaughn LM, Baker RC. Do different pairings of teaching styles and learning styles make a difference? Preceptor and resident perceptions. Teach Learn Med. 2008;20(3):239–47.
Extraclinical teaching
Lecturing
Caldwell JE. Clickers in the classroom: current research and best-practice tips. CBE Life Sci Educ. 2007;6(1):9–20.
Di Leonardi BC. Tips for facilitating learning: the lecture deserves some respect. J Contin Educ Nurs. 2007;38(4):154–63.
Premkumar K, Coupal C. Rules of engagement: 12 tips for successful use of “clickers” in the classroom. Med Teach. 2008;30(2):146–9.
Schreiber BE, Fukuta J, Gordon F. Live lecture versus video podcast in undergraduate medical education: a randomized controlled trial. BMC Med Educ. 2010;10:68.
Steinert Y, Snell L. Interactive lecturing: strategies for increasing participation in large group presentations. Med Teach. 1999;21(1):37–42.
Other
Cook DA. Where are we with Web-based learning in medical education? Med Teach. 2006;28(7):594–8.
Srinivasan M, Li ST, Meyers FJ, Pratt DD, Collins JB, Braddock C, et al. “Teaching as a Competency”: competencies for medical educators. Acad Med. 2011:86(10):1211–20.
Reflective practice
Johns C. Becoming a reflective practitioner: a reflective and holistic approach to clinical nursing, practice development and clinical supervision. Oxford: Blackwell Science; 2000.
Schon DA. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass; 1987.
Faculty development
Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher. 2006;28(6):497–526.
Online resources
The Expert Preceptor Interactive Curriculum (University of North Carolina School of Medicine)
London Deanery Faculty Development
Medical Education (collaborative website)
Practical Doc: by rural doctors, for rural doctors (Alberta Rural Physician Action Plan)
Principles
Dojeiji S, Cooke L. The core: a tour of instructional methods for clinical education. In: Sherbino J, Frank JR, editors. Educational Design. Ottawa: Royal College of Physicians and Surgeons of Canada: 2011. p. 35–44.
Thomas D, Brown JS. A new culture of learning: cultivating the imagination for a world of constant change. n.p.: CreateSpace: 2011.