Exploring the Influence of a Module in Teaching and Learning on Family Physician Trainees

1. Exploring the Influenceof aModulein Teaching and Learning on Family Physician Trainees AMEE Conference 27-31 August 2011 Vienna, Austria Prof M de Villiers & Ms M van HeusdenFaculty of Health Sciences, Stellenbosch U Dr F Cilliers & Ms N HermanCenter for Teaching & Learning, Stellenbosch U Dr K von PressentinFamily Physician, Langeberg Sub-district Dr F CoetzeeFamily Physician, Malmesbury Hospital SOUTH AFRICA

2. Why equip medical registrars as teachers? Twofold motivation • Immediate: • Most registrars help educate & train medical students • typically not prepared for this role • quality of clinical teaching affects: • student perceptions • student performance Longer term:Ensuring appropriate preparation of next generation of leaders Hammoud et al., 2004; Spickard & Corbett, 1996; Wamsley et al., 2004;Wipf et al., 1999; Roop & Pangaro, 2001; Stern, Williams, et al. 2000

5. Roles of the African Family Physician Mash (2008) SA Fam Pract 50(3):58-59

6. Research question What influence, if any, does a module on teaching and learning have on family medicine registrars? • Objectives: How do registrars’ • perceptions of their role as specialists change? • attitudestowards teaching change? • confidence with and participation in teaching activities change? 

7. Method • Phase 1: Qualitative design • 13 graduates, Western Cape • In-depth interviews, recorded and transcribed • Thematic analysis • Ethics approval N10/07/238 • FIRLT funding • Phase 2: interviews with current students • Phase 3: questionnaire for students taught by registrars

9. Kirkpatrick's four levels Used in Analysis of Interviews to Assess Module’s Influence Adapted by Barr et al: Barr H, Freeth D, Hammick M, Koppel I, Reeves S. Evaluations of interprofessional education: a United Kingdom review of health and social care. London: CAIPE/BERA, 2000.

10. Results • Evidence of • - change in behaviour • - perceived benefits • Factors underlying these changes

11. L4: Practice change & benefits L3: Behaviour change “I learnt for the first time the concept that ‘to teach people doesn’t mean they are learning’. You loose your audience by speaking yourself all the time. So now I try to get the audience to participate, and to obtain different opinions on a question.” “I specifically help people with the body language of a talk, everything about the talk, because people, doctors do not know about talking in front of people, as it is not usually part of our work.” Results “The way the module said plan your work and think about how you are going to address the learning needs of your audience or how would you evaluate that this was a successful talk or presentation, in that sense definitely. It put everything into a structured way and made it easier to handle a teaching task.” “It made me aware that because I am now a family physician, I am expected to teach other people. I never saw it like that.” L2a: Modification of attitudes L2b: Knowledge & skills acquisition

12. Factors underlying these changes Role of context “They can probably go and look for the opportunity. That is what I did but I think some doctors are too overworked. But perhaps when they get specialist (family physician) posts then they will make time, as there are always people looking for training.” Personal factors “I am naturally a shy person who would prefer not to speak in front of a crowd. I gained quite a bit of confidence in doing that, in doing the PowerPoint and in actually presenting it.”

13. Discussion • Succeeded in achieving aim and outcomes of module • Influenced 3 of FP roles: • Most exciting - changed attitude and practice towards teaching and learning

14. Attributes of a competent teacher Passion Goal: Effective Learning Employ basic pedagogic principles Demonstrate effective lecturing and facilitating small group learning Be a reflective and mindful teacher Identify learners’ needs Hatem CJ, Searle NS, Gunderman R, Krane NK, Perkowski L, Schitze GE, Steinert Y. The educational attributes of effective medical educators. Academic Medicine2011;86(4):474-480.

15. Thank you Baiedankie Enkosikakhulu Prof Marietjie de Villiers mrdv@sun.ac.za