The desirability of education in didactic skills according to medical interns
Tóm tắt
Since all doctors at some point in their career will be faced with their role as a teacher, it appears desirable that future doctors are educated in didactic skills. At present, however, there are no formal opportunities for developing didactic skills at the majority of Dutch medical faculties. The main question of this study is: How do medical interns perceive the quality and quantity of their education in didactic skills? The Dutch Association for Medical Interns (LOCA) ran a national survey among 1,008 medical interns that measured the interns’ self-assessed needs for training in didactic skills during medical school. Almost 80 % of the respondents argue that the mastery of didactic skills composes an essential competency for doctors, with the skill of providing adequate feedback considered to be the most important didactic quality for doctors. Of the respondents, 41 % wish to be educated in didactic skills, both during their medical undergraduate degree and during their subsequent training to become a resident. Teaching while being observed and receiving feedback in this setting is regarded as a particularly valuable didactic method by 74 % of the medical interns. Of the respondents, 82 % would invest time to follow training for the development of didactic skills if it was offered. Medical interns stress the importance of doctors’ didactic skills during their clinical internships. Compared with current levels, most interns desire increased attention to the formal development of didactic skills during medical school. Considering the importance of didactic skills and the need for more extensive training, the LOCA advises medical faculties to include more formal didactic training in the medical curriculum.
Tài liệu tham khảo
‘The Hippocratic Oath’. Translated by Michael North, National Library of Medicine, National Institutes of Health. http://www.nlm.nih.gov/hmd/greek/greekoath.html. Accessed 02 Feb 2009.
Van Dalen J, Bartholomeus P, Kerkhofs E, et al. Teaching and assessing communication skills in Maastricht: the first twenty years. Med Teach. 2001;23(3):245–51.
Bernard SE. Inventory of The Dutch Association for Medical Interns (LOCA) about education in didactic skills. www.loca.nu. Accessed Mar 2011.
Zijdenbos I, Valk G, Ten Cate O. Nested peer tutoring in clinical reasoning. Med Educ. 2009;43(11):1096–7.
Soriano RP. Teaching medical students how to teach: a national survey of students-as-teachers programs in U.S. medical schools. Acad Med. 2010;85(11):1725–31.
Andreatta PB, Hillard ML, Murphy MA, Gruppen LD, Mullan PB. Short-term outcomes and long-term impact of a programme in medical education for medical students. Med Educ. 2009;43(3):260–7.
Dandavino M, Snell L, Wiseman J. Why medical students should learn how to teach. Med Teach. 2007;29(6):558–65.
Gregory A, Walker I, Mclaughlin K, Peets AD. Both preparing to teach and teaching positively impact learning outcomes for peer teachers. Med Teach. 2011;33:e417–22.
May T. Social surveys: design to analysis, Chapter 5. In: Social research. Issues, methods and process. 3rd ed. Buckingham: Open University Press; 2003.
Definition of didactics on the website: http://www.woorden-boek.nl/woord/didactiek.
Haber RJ, Bardach NS, Vedanthan R, Gillum LA, Haber LA, Dhaliwal GS. Preparing fourth-year medical students to teach during internship. J Gen Intern Med. 2006;21:518–20.
Ten Cate O. A teaching rotation and a student teaching qualification for senior medical students. Med Teach. 2007;29(6):566–71.