NDLI: A Two-day Teacher-Training Programme for Medical Residents: Investigating the Impact on Teaching Ability

Please wait, while we are loading the content...

Assessment of Readability and Learning of Easy-to-Read Educational Health Materials Designed and Written with the Help of Citizens by Means of Two Non-Alternative Methods

A Two-day Teacher-Training Programme for Medical Residents: Investigating the Impact on Teaching Ability

Investigating the Utility of a GPA Institutional Adjustment Index

Differential Effects of Two Types of Formative Assessment in Predicting Performance of First-year Medical Students

Standard Setting for Clinical Competence at Graduation from Medical School: A Comparison of Passing Scores Across Five Medical Schools

Shaping Understanding of HIV Through Negotiation and Conflict Resolution During Peer Group Discussion

Anatomy Instruction in Medical Schools: Connecting the Past and the Future

Advances in Health Sciences Education : Volume 11, Issue 1, February 2006

Advances in Health Sciences Education : Volume 10

Advances in Health Sciences Education : Volume 9

Advances in Health Sciences Education : Volume 8

Advances in Health Sciences Education : Volume 7

Advances in Health Sciences Education : Volume 6

Advances in Health Sciences Education : Volume 5

Advances in Health Sciences Education : Volume 4

Advances in Health Sciences Education : Volume 3

Advances in Health Sciences Education : Volume 2

A Two-day Teacher-Training Programme for Medical Residents: Investigating the Impact on Teaching Ability

Content Provider	Springer Nature Link
Author	Busari, Jamiu O. Scherpbier, Albert J. J. A. Vleuten, Cees P. M. Essed, Gerard G. M.
Copyright Year	2006
Abstract	Introduction: Many of the residents who supervise medical students in clinical practice are unfamiliar with the principles of effective supervision. Training in teaching skills is therefore seen as an effective strategy to improve the quality of clinical supervision. Method: Twenty seven medical residents were matched and assigned to an experimental group (n = 14) and a control group (n = 13). The experimental group participated in a two-day workshop on teaching skills. Using standardized questionnaires, the teaching abilities of all participants were assessed anonymously by medical students, before and after the workshop, to determine for any effect of the intervention. Results: A significant improvement in the teaching abilities of the medical residents in the experimental group was observed following the workshop (t=−2.68, p=0.02). The effect size within the experimental group was large (d=1.17), indicating that the workshop led to a measurable positive change in the medical residents’ teaching abilities. The effect size estimated from the post intervention scores on teaching ability of the two groups showed a moderate improvement (d=0.57) in the experimental group compared with the control group. Discussion: Medical students rated the teaching abilities of the workshop participants after the training more highly than those of the residents in the control group. The ability to adjust teaching to the needs of the students and teach effective communication and diagnostic clinical skills were among the features that characterized effective teaching. Properly designed, teacher-training workshops could be effective and feasible methods to improve the quality of teaching by medical residents.
Starting Page	133
Ending Page	144
Page Count	12
File Format	PDF
ISSN	13824996
Journal	Advances in Health Sciences Education
Volume Number	11
Issue Number	2
e-ISSN	15731677
Language	English
Publisher	Kluwer Academic Publishers
Publisher Date	2006-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	medical residents medical students perception quality supervision teaching ability training Medical Education
Content Type	Text
Resource Type	Article
Subject	Education Medicine

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

In the eyes of residents good supervisors need to be more than engaged physicians: the relevance of teacher work engagement in residency training

Positive aspects of the teacher training supervision: The student teachers’ perspective

Investigating the effect of distance between the teacher and learner on the student perception of a neuroanatomical near-peer teaching programme

Students' perceptions and experiences of a new 'Teaching in Medicine' BMSc intercalated degree programme.

The Impact of Student-Teacher Relationships, Content Knowledge, and Teaching Ability on Students with Diverse Motivation Levels

My reflection on 30 years of teaching medical students, residents and faculty.

A faculty-facilitated near-peer teaching programme: an effective way of teaching undergraduate medical students.

Are medical schools hesitant to teach undergraduate students teaching skills? A medical student's critical view

Students as teachers: the impact of a near-peer-led didactic teaching model on tutee confidence.

A Two-day Teacher-Training Programme for Medical Residents: Investigating the Impact on Teaching Ability

Similar Documents

In the eyes of residents good supervisors need to be more than engaged physicians: the relevance of teacher work engagement in residency training

Positive aspects of the teacher training supervision: The student teachers’ perspective

Investigating the effect of distance between the teacher and learner on the student perception of a neuroanatomical near-peer teaching programme

Students' perceptions and experiences of a new 'Teaching in Medicine' BMSc intercalated degree programme.

The Impact of Student-Teacher Relationships, Content Knowledge, and Teaching Ability on Students with Diverse Motivation Levels

My reflection on 30 years of teaching medical students, residents and faculty.

A faculty-facilitated near-peer teaching programme: an effective way of teaching undergraduate medical students.

Are medical schools hesitant to teach undergraduate students teaching skills? A medical student's critical view

Students as teachers: the impact of a near-peer-led didactic teaching model on tutee confidence.

A Two-day Teacher-Training Programme for Medical Residents: Investigating the Impact on Teaching Ability