The design, delivery and evaluation of an essential teaching skills course for preceptors in family medicine

dc.creator	Colla J. MacDonald
dc.creator	Douglas Archibald
dc.creator	Madeleine Montpetit
dc.creator	Martha McKeen
dc.creator	Donna Leith-Gudbranson
dc.creator	Rebecca J. Hogue
dc.creator	Christine Rivet
dc.date	2013-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:25:14Z
dc.date.available	2015-07-20T22:25:14Z
dc.identifier	10.5116/ijme.51e1.1361
dc.identifier	2042-6372
dc.identifier	https://doaj.org/article/b3bb3356b57b4e26b9a819f72ada6d09
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21369
dc.description	Objectives: This paper outlines the design, delivery and evaluation of a hybrid face-to-face/online Essential Teaching Skills for Preceptors in Family Medicine course. Methods: Eighty-six preceptors attended one of ten four-hour Essential Teaching Skills for Preceptors course workshops. Data were collected through post-workshop evaluation surveys, post-module online evaluation surveys, post-workshop focus groups, and a final online reflective exercise. Focus groups were audiotaped, transcribed and analyzed by grouping common codes together to form themes. Evaluation surveys were analyzed using descriptive statistics and response frequencies. Results: A total of 79(68/86) workshop participants completed the post-workshop evaluation survey. However, only 36(31/86) of workshop participants completed the online modules and online evaluation surveys. Preceptors' responses from the focus groups and open-ended questions on the workshop evaluation survey emerged into seven themes: Sharing, Content, Support, Learning, Back to Basics, Course Facilitators, and Improvements. Conclusions: Faculty appreciated that the course development team addressed their expressed desire to become better teachers and offered 'in-house' faculty development. Low participation in the online modules indicated that preceptors preferred the face-to-face workshop. It is our expectation that other family medicine departments, as well as faculties of medicine, can benefit from our experiences designing and teaching the Essential Teaching Skills course as well as from using or adapting the ready-made workshop participant guide.
dc.language	English
dc.publisher	IJME
dc.relation	http://www.ijme.net/archive/4/essential-teaching-skills.pdf
dc.relation	https://doaj.org/toc/2042-6372
dc.rights	CC BY
dc.source	International Journal of Medical Education, Vol 4, Pp 146-154 (2013)
dc.subject	essential teaching skills
dc.subject	preceptor
dc.subject	family medicine
dc.subject	faculty development
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The design, delivery and evaluation of an essential teaching skills course for preceptors in family medicine
dc.type	article