ArticleBMC medical education2014
Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study.
Article in BMC medical education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers, 3 of them syntheses that pooled it.
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Who cites it
15 citing papers in PubMed, 3 syntheses or guidelines pooled it.
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- Singapore Neonatal Resuscitation Guidelines 2016.Singapore medical journal · 2017Guideline
- Design, development and implementation of a national faculty development program to promote CBME in graduate medical education in Switzerland.GMS journal for medical education · 2024Article
- Stepwise approach to skills teaching in resuscitation: A systematic review.Resuscitation plus · 2023Review
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- Faculty Development Approaches for Life Support Courses: A Scoping Review.Journal of the American Heart Association · 2022Article
- [Education for resuscitation].Notfall & rettungsmedizin · 2021Review
- The Importance of Teachers' Need for Cognition in Their Use of Technology in Mathematics Instruction.Frontiers in psychology · 2020Article
- Shared Decision-Making Training in Internal Medicine: A Multisite Intervention Study.Journal of graduate medical education · 2019Article
- Evaluation of teachers training workshop at Kirkpatrick level 1 using retro-pre questionnaire.Advances in medical education and practice · 2018Article
- Frontline learning of medical teaching: "you pick up as you go through work and practice".BMC medical education · 2017Article
- Conditions for excellence in teaching in medical education: The Frankfurt Model to ensure quality in teaching and learning.GMS journal for medical education · 2017Article
- 10 years of didactic training for novices in medical education at Charité.GMS journal for medical education · 2017Article
- Success of a Faculty Development Program for Teachers at the Mayo Clinic.Journal of graduate medical education · 2014Article
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Authors and funding
4 authors.
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Abstract
backgroundTeacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an intensive course in emergency medicine. As primary study outcome students' practical skills at the end of their course were chosen.
methodsThe authors matched 18 clinical teachers according to clinical experience and teaching experience and then randomly assigned them to a two-day-teacher training, or no training. After 14 days, both groups taught within a 12-hour intensive course in emergency medicine for undergraduate students. The course followed a clearly defined curriculum. After the course students were assessed by structured clinical examination (SCE) and MCQ. The teaching quality was rated by students using a questionnaire.
resultsData for 96 students with trained teachers, and 97 students with untrained teachers were included. Students taught by untrained teachers performed better in the SCE domains 'alarm call' (p < 0.01) and 'ventilation' (p = 0.01), while the domains 'chest compressions' and 'use of automated defibrillator' did not differ. MCQ scores revealed no statistical difference. Overall, teaching quality was rated significantly better by students of untrained teachers (p = 0.05).
conclusionsAt the end of a structured intensive course in emergency medicine, students of trained clinical teachers performed worse in 2 of 4 practical SCE domains compared to students of untrained teachers. In addition, subjective evaluations of teaching quality were worse in the group of trained teachers. Difficulties in integrating new strategies in their teaching styles might be a possible explanation.
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