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TEACHERS
PROFESSIONALISM
PRECONFERENCE WORKSHOP
7TH JAKARTA MEETING ON MEDICAL EDUCATION
5 DECEMBER 2014
Facilitators
Assoc Prof Tan Chay Hoon MBBS, MMed
Pysch, PhD, MMedEd (Dundee), Yong Loo Lin
School of Medicine, National University
Singapore
Ardi Findyartini, MD, PhD (Melbourne), Faculty
of Medicine, Universitas Indonesia
WORKSHOP OBJECTIVES
To identify medical teachers competences and relate them to the
current practice in each school
To recognize assessment methods of medical teachers
competences
To develop blueprint of medical teachers competence based
assessment as part of institutional initiatives and medical teachers
personal and professional development
WORKSHOP OUTCOMES
Participants collective understanding of medical
teachers competence
Blueprint of medical teachers competence
assessment in medical schools
ACTIVITIES
Activities
Time allocation
15 minutes
30 minutes
15 minutes
20 minutes
30 minutes
30 minutes
15 minutes
20 minutes
Source: http://www.youtube.com/watch?v=QbU61uO3Vdw&list=PL_ax4Bj38pYcwOyHp-2a9kpXTBKGXmfHG&index=4
Improve
student
learning
Improved
patient and
community
outcumes
McLean M, Cilliers F, Van Wyk JM (2008). Faculty development: Yesterday, today and tomorrow. Medical Teacher 30
(6): 555 584
GROUP
DISCUSSION 1
PLENARY 1
1980s
1990s
2000s
Facilitator
Student
assessor
Facilitator
Curriculum
evaluator
Curriculum
planner
Assessor
Role
Model
Informa@on
Provider
Planner
Teaching
role
model
Lecturer
Resource
Developer
Clinical
or
prac@cal
teacher
Course
organizer
Study
guide
producer
Resource
Material
Creator
The competence of
excellent medical teacher
Performance of
tasks (Doing the
right thing)
Technical
intelligences
Approach to
tasks (Doing the
thing right)
Intellectual,
emotional,
analytical, creative
intelligences
Professionalism
(the right
person)
Personal
intelligences
Doing the
right thing
Doing the
thing right
The right
person
INTERACTIVE
LECTURE
Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada.
Patients
Regulatory bodies
(accreditation, self
regulation)
Organization (hospitals,
universities)
Funders (governments,
insurers, students)
Teachers!!
Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada
Approaches to teachers
assessment
Rating scale
Portfolios
Perceptions
Process
Peer assessment
Objective Structured
Teaching Examination
(OSTE)
Product
Teaching materials
Educational innovation
Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada
Measurement principles
Valid, Reliable, Feasible, Efficient, Acceptable
Inexpensive, Useful
Multiple sources, triangulate measures
Subjective & objective
Qualitative & quantitative
Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada
Perception rating
Aspects to evaluate
Learning climate
Professional attitude towards and support of students
Communication of goals
Evaluation of achievement of goals
Feedback to learner
Arah OA, Hoekstra JBL, Bos AP, Lombarts KMJMH (2011). New Tools for Systematic Evaluation of Teaching Qualities of Medical
Faculty: Results of an Ongoing Multi-Center Survey. Plos ONE 6 (10): e25983
Perception - Teaching
portfolio
Documents teachers accomplishments in field of education
(also called an education portfolio)
Selected information on teaching activities and solid
evidence of their effectiveness
Steps in developing a portfolio
Motivating factors
Documenting teaching practice
Reflecting
Personal philosophy of
teaching (Goals,
strategies)
Teaching
responsibilities and
contributions
Teaching evaluations
(Multiple methods,
perspectives, selfevaluation, and
resultant changes,
teaching products)
Administration and
educational
leadership
Innovations in
education
Scholarship in
education
Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada
Disadvantage
Not anonymous
Teacher anxiety
Time commitment
Need for training
bedside teaching
teaching a
procedure
giving
constructive
feedback
giving a minilecture
Uses of OSTE:
Assess teaching skills
Enhance teaching skills
Assess effectiveness of curricula to improve teaching skills
Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada
Morrison E. An objective structured teaching examination (OSTE) for generalist resident physicians. MedEdPORTAL
Publications, 2005. Available from https://www.mededportal.org/publication/103
Product teaching
materials, educational
innovations
Teaching
materials
Educational
innovations
Course development
Curricular development
Materials development
Personnel development
Evaluation of effectiveness
Dissemination of findings
Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada
GROUP
DISCUSSION 2
PLENARY 2 &
SUMMARY
Thank you