Encouraging students to be the best possible future educators: introducing the DATE

programme

Dr Jon Fuller Dr Viv Cook Centre for Medical Education

Centre for Medical EducationInstitute of Health Sciences Education

Barts and The London, Queen Mary

Doctors as Teachers and Educators (DATE)

• Two days• Principles and practice

of teaching and learning• Responds to– Need to professionalise

teaching in medicine– GMC– Foundation programme

Doctors as Teachers and Educators (DATE)

• Two days• Principles and practice

of teaching and learning• Responds to– Need to professionalise

teaching in medicine– GMC– Foundation programme

Doctors as Teachers and Educators (DATE)

• Two days• Principles and practice

of teaching and learning• Responds to– Need to professionalise

teaching in medicine– GMC– Foundation programme

Overview of DATE

Learning Theory

Lesson planning

Evaluation

Skills teaching

Bedside teaching

Professionalism

FY portfolio

Microteaching Presentation skills

Day 1 Day 2 Day 3

Day 1

BehaviourismTeacher centred

CognitivismLearner centred

ConstructivismLearner centred

Social LearningTeam and Community

Education Theory

Teaching Tasks

• Design a lesson plan for five Year 3 students on the ward

• Teach GALS (GAIT ARMS LEGS SPINE) to a fellow student

• Evaluate the day by Nominal Group Technique

Day 2

Aims

• Practice voice and communication techniques• Develop confidence in interactions with

colleagues• Address personal issues about presentation

and communication skills• Adapt tone of voice and styles to types of

communication• Awareness of posture and body language

Day 3MicroteachingMICROTEACHING

• Singing in Spanish• Languages• Origami• Making tea• Ballet• Golf• Cooking• Break dancing• Putting on make up

• Milking a cow• Juggling• Cha Cha Cha• Paper flowers• Riding• Organising a dinner

party• Offside rule, football• Making cocktails

Programme of Evaluation

• Phase 1: Pilot Students perceptions (Kirkpatrick level 1)– Questionnaire May/June 07

• Phase 2: Course evaluation after changes (Kirkpatrick level 1)– Questionnaire Sept/Oct 07– Nominal Group Technique 08/09

• Phase 3: Impact of course on graduate behaviour (Kirkpatrick level 3)– Questionnaire (09/10)– Interviews (09/10)– Focus groups (09/10)

ResultsNumber of Questionnaires returned

Phase 1 (May June 07) 223/288 (77%)

More confident 202/207 (97%)

Phase 2 (Sept/Oct 07) 64/80 (71%)

More confident 57/57 (100%)

Qualitative Data: Themes• Revealing – Theory and philosophy – Future professional responsibilities

• Craft of teaching• Vicarious, collaborative, learning• Feedback• Safe environment

Revealing theory and philosophy Future professional responsibilities

“…enlightened about teaching, I did not realise there was theory, papers etc.” (May 07)

“Makes you think of your role as a teacher at FY1, which I had not appreciated so much. Now I feel I would look forward to (at least attempting) to teach students rather than being petrified, or neglecting it as a duty/responsibility” (May 07)

Craft of teaching

“Planning our lesson plan, it was the first time I had done this, even though my whole family are teachers” (May 07)

“dialogue better than monologue” (Sept 07)

“Engage your audience. Use props, visual aids. ” (May 07)

Vicarious, collaborative, learning

“Seeing different delivery styles of sessions and picking out the good bits.” (Sept 07)

“Small groups for microteaching sessions helped us learn from one another.” (May 07)

“Presentation - really fun to do and to listen to others presentations.” (May 07)

Feedback

“proper deconstructed feedback” (May 07)

“it gives a very precise evaluation of how you are as a teacher” (May 07)

“having an educational supervisor in the microteach to highlight theoretical aspects of teaching & question ways of teaching material.” (May 07)

Safe Environment

“practical experience in a safe environment” (May 07)

“Microteaching - excellent opportunity to try out our skills with a 'safe' and very supportive audience. ” (May 07)

Improvements

• Balance of theory and practice• Timing in year• Length of sessions (more time to practice

microteaching) shorter sessions, longer sessions

• Content, more clinical stuff

Changes

• Condensed and streamlined theory teaching• Redesigned plenary 2 to be more active• Included ‘teaching on the run’ • Performing medicine given more emphasis

(and compulsory)

The DATE programme

• Response to intellectual, GMC and Foundation year needs

• All students• 2 days, theory and practice• Improves confidence in students• Further research next year