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Learning the educator role: a course for medical students
Author(s) -
SOBRAL D. T.
Publication year - 1989
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1989.tb00814.x
Subject(s) - psychology , grading (engineering) , medical education , course evaluation , attractiveness , peer assessment , rubric , perception , higher education , mathematics education , medicine , neuroscience , civil engineering , political science , law , psychoanalysis , engineering
Summary. The design and evaluation of a revised course on educational skills for medical students is described. The overall aim of this elective was to help students develop a working concept of their educator role regarding themselves, their peers, and their patients. The programme comprised 15 2‐hour weekly meetings consisting of small‐group discussion and exercises around issues of self‐learning skills, peer teaching, and the process of patient education. Advanced preparation was promoted by readings and special assignments. Self‐assessment, peer‐assessment, and continuous assessment based on course‐work were used to help student learning and to provide a basis for final grading. During a 3‐year study period, the Course Valuing Inventory (CVI) and a goal‐oriented questionnaire were used for course evaluation. Evaluation done on five consecutive classes showed favourable indices of course attractiveness. It also showed broad progress of most students in the course goals and high positive CVI scores for cognitive, personal and behavioural learnings, in addition to course valuing. Students' perceptions of improvement in self‐appraisal, communication skills and personal growth were related findings. Significant, moderate correlations were found between CVI learning scores and both the self‐ratings of progress in the course goals and of attitude towards the educator role. Reinforcement of the positive attitude towards this role was a valuable finding related to a lasting effect: a significant increase in the choice of undergraduate preceptorships by the participants when compared to the control sample of students not exposed to this learning experience.