Premium
Improved cognitive apprenticeship clinical teaching after a faculty development program
Author(s) -
Konishi Eri,
Saiki Takuya,
Kamiyama Hiroshi,
Nishiya Katsumi,
Tsunekawa Koji,
Imafuku Rintaro,
Fujisaki Kazuhiko,
Suzuki Yasuyuki
Publication year - 2020
Publication title -
pediatrics international
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.49
H-Index - 63
eISSN - 1442-200X
pISSN - 1328-8067
DOI - 10.1111/ped.14095
Subject(s) - apprenticeship , cognitive apprenticeship , medicine , medical education , cognition , perception , certification , psychology , mathematics education , psychiatry , philosophy , linguistics , neuroscience , political science , law
Background While it is well known that the cognitive apprenticeship is an effective workplace‐based teaching approach for clinical teachers, the effects of faculty development (FD) have not been analyzed from that perspective. The purpose of this study was to investigate self‐assessment by clinical teachers of their educational perceptions and behaviors after a FD program using the cognitive apprenticeship model. Methods Board‐certified pediatricians who participated in a 3‐day FD program on practical clinical teaching were asked to complete questionnaires. Fifty participants completed two questionnaires prior to and 3 and 6 months after the FD program: the first was on the participants' general perceptions and behaviors in relation to their own clinical education and the second was a self‐assessment using the Maastricht Clinical Teaching Questionnaire (MCTQ) that was developed based on the cognitive apprenticeship model. Results The general survey demonstrated that 78% of the participants experienced positive changes in their educational perceptions 6 months after FD. Self‐assessment using the MCTQ showed that the scores in the categories of “articulation,” “exploration,” and “safe learning environment” remained significantly improved 6 months after the FD program. Conclusions The participants' self‐perceived improvement in behaviors was sustainable for 6 months after participation the FD program. The results of the MCTQ show that through their experiences in the FD program, the participants seemingly transformed their clinical teaching to become interactive facilitators, encouraging self‐directed learning. Our results also suggest that the MCTQ can be used for self‐assessment of clinical teachers and to enhance the effectiveness of the FD program.