1. Student, Resident, and Faculty Perceptions of Effective Teaching: A Qualitative Study Kristina Conner MD April 28, 2015

2. Disclosures I have no financial relationships with a commercial entity producing health care products or services

3. Objectives Describe a teaching perspectives framework Explore commonalities and differences between medical student, resident, and faculty perceptions of effective teaching styles Identify the barriers to effective teaching Suggest solutions to these barriers

4. Effective Teaching Pivotal for the transmission of knowledge, skills and attitudes in medical education

5. What makes an effective teacher? Pratt’s framework: 5 approaches –Transmission –Developmental –Apprenticeship –Nurturing –Social reform

6. Research Questions What makes an effective clinical teacher? What limits one’s ability to learn and/or teach effectively? What enhances a clinician’s confidence as a teacher?

7. Methods

8. Effective Teachers Create a safe learning environment (nurturing perspective) “I always appreciate the [teachers] who say ‘you know, you can turn to me and ask me even the stupid questions you’re afraid to ask and I’ll help you through it.’” (Medical Student)

9. Effective Teachers Use a question-based format (developmental perspective) –“force the mind to be active…” (Medical Student) –“…help you tap into your own knowledge and lead you down the path without giving you the answers.” (Resident) Provide “hands-on” experience (apprenticeship model)

10. Ineffective Teachers Employ humiliation, shaming “If it gets to the point where you're getting rapid fire questions and you haven't known the answer to one for six questions, that's not educational…It makes the rest of your team feel awkward because they're watching this train wreck.” (Medical Student) Give “long lectures” (transmission perspective)

11. Factors Limiting Ability to Learn TIME constraints Lack of engagement from teachers (medical students and residents) Not enough hands-on experience (medical students) Inexperienced teachers (medical students) “Well even attendings… I think very few ever had any formal teaching or training on how to teach. And some people are naturally gifted…but I think most people can learn how to be more effective teachers if they work on it and have some feedback.” (Medical Student)

12. How to Enhance Confidence of Clinical Teachers Formal instruction in teaching Provide feedback on teaching skills (residents and medical students) Provide more opportunities to practice teaching (medical students)

13. Conclusions Pratt’s nurturing perspective is effective, but not all clinical teachers use it More time should be dedicated to instruction on teaching (starting in medical school) Professional development initiatives should be directed towards cultivating a “teaching identity” in clinical faculty

14. Acknowledgements Thank you to Paul George, Roberta Goldman, and Melissa Nothnagle for your mentorship and collaboration on this project!

15. Questions? Contact: Kristina.m.conner@gmail.com

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