Allyn Walsh

Enhancing learning approaches: Practical tips for students and teachers

Background: In an integrated curriculum such as problem-based learning (PBL), students need to develop a number of learning skills and competencies. These cannot be achieved through memorization of factual knowledge but rather through the development of a wide range of cognitive and noncognitive skills that enhance deep learning. Aim: The aim of this article is to provide students and teachers with learning approaches and learning strategies that enhance deep learning. Methods: We reviewed current literature in this area, explored current theories of learning, and used our experience with medical students in a number of universities to develop these tips. Results: Incorporating the methods described, we have developed 12 tips and organized them under three themes. These tips are (1) learn how to ask good questions, (2) use analogy, (3) construct mechanisms and concept maps, (4) join a peer-tutoring group, (5) develop critical thinking skills, (6) use self-reflection, (7) use appropriate range of learning resources, (8) ask for feedback, (9) apply knowledge learnt to new problems, (10) practice learning by using simulation, (11) learn by doing and service learning, and (12) learn from patients. Conclusions: Practicing each of these approaches by students and teachers and applying them in day-to-day learning/teaching activities are recommended for optimum performance.

Using a Novel Small-Group Approach to Enhance Feedback Skills for Community-Based Teachers

Background: As medical education expands into distant settings, challenges in providing faculty development to busy clinical teachers increase—especially for those who have difficulty accessing sessions offered at academic centers. Description: Sixty-five clinical teachers participated in six small-group workshops, using a printed module on the topic of delivering feedback. The modules included teaching–learning “cases,” tools, and a summary of medical literature. The group facilitator did not require expertise in delivering feedback. Surveys inquired about impact immediately after the session and at 3 months. Evaluation: Analysis confirmed that participants found the workshop format valuable, and the majority committed to making changes in their approaches to providing feedback. At follow-up, most participants reported that planned changes had been implemented. Conclusions: A low-tech approach to faculty development, using facilitated small-group discussion of a specially prepared educational module, is feasible for any site and can enhance teaching approaches in both urban and rural practice settings.

Preparing teachers for competency-based medical education: Fundamental teaching activities

Abstract Introduction: The move to competency-based medical education has created new challenges for medical teachers, including the need to reflect on and further develop their own competencies as teachers. Guidance is needed to ensure comprehensive and coherent programs of faculty development to meet the needs of teachers. Methods: The Working Group on Faculty Development of the College of Family Physicians of Canada developed a new concept, Fundamental Teaching Activities (FTAs), to describe the day-to-day work of teachers. These activities are intended to guide teacher professional development. Using task analysis and iterative reviews with teachers and educational leaders, these FTAs were organized into a framework for teachers to identify the actions involved in various teaching tasks, and to reflect on their teaching performance and next steps in personal development. Results: In addition to use by teachers for personal development, the framework is being employed to guide the development of comprehensive faculty development offerings and curriculum, and to organize the beginnings of a national repository of teaching tools. Conclusions: Designed to support and aid teachers and those charged with faculty development, the Fundamental Teaching Activities Framework holds promise for all teachers in health sciences education.

Striving for the best: WONCA global standards for continuing professional development for family doctors

Abstract While all physicians must continue to learn new knowledge through their careers, their post-training continuing professional development (CPD) has received less attention. Problems include lack of support for physicians, frequent deviations from best practices such as mandatory participation, focus on community need, and clear conflicts of interest amongst providers. Additionally, specialists from other disciplines catering to different patient populations often provide CPD for family doctors. The Working Party on Education of the World Organisation of Family Doctors (WONCA) sought to develop global standards in CPD for family doctors. The standards were developed through an iterative process with reference to published best practices for effective CPD. Adapted for family doctors from the World Federation for Medical Education’s CPD for Medical Doctors: WFME Global Standards for Quality Improvement’, the WONCA CPD Standards for Family Doctors were approved by WONCA Council in November 2016. The objectives of the standards are to: (1) Provide a resource for family doctors and/or groups of family doctors to design and structure a program of CPD to reinforce lifelong learning; (2) Optimise current CPD systems such that, through more effective program design and delivery, family doctors are advancing in patient care and their discipline; (3) Offer a set of globally recognised standards developed through a family medicine perspective to provide feedback on existing CPD programs and systems and encourage international recognition of CPD activities. The WONCA Global CPD Standards should inspire best practices in family medicine CPD, assisting family doctors in providing excellent care.

Gathering, strategizing, motivating and celebrating: the team huddle in a teaching general practice

Abstract Objectives: To understand how implementing a daily team huddle affected the function of a complex interprofessional team including learners. Design: A qualitative descriptive study using semi-structured interviews in focus groups. Setting: An academic general practice teaching practice. Participants: All members of one interprofessional team, including nurses, general practitioners, junior doctors, and support staff. Method: Focus group interviews using semi-structured guidance were transcribed and the results analysed using qualitative content analysis. Main findings: Four interrelated themes were identified: communication and knowledge sharing; efficiency of care; relationship and team building; and shared responsibility for team function. The implementation of the daily team huddle was seen by participants to enhance the collaboration within the team and to contribute to work life enjoyment. Participants perceived that problems were anticipated and solved quickly. Clinical updates and information about patients benefited the team including learners. Junior doctors quickly understood the scope of practice of other team members, but some felt reluctant to offer clinical opinions. Conclusion: The implementation of a daily team huddle was viewed as worthwhile by this large interprofessional general practice team. The delivery of patient care was more efficient, knowledge was readily distributed, and problem solving was shared across the team, including junior doctors.

Building bridges: the World Organization of Family Doctors’ work in education

The World Organization of Family Doctors (Wonca) is dedicated to improve the quality of life of the peoples of the world through defining and promoting its values, including respect for universal human rights and including gender equity, and by fostering high standards of care in general practice/family medicine.1 In 2007, the Wonca secretariat decided to support a working party focused on education with the explicit goal of raising the profile of family medicine worldwide, and to support high-quality education, training, assessment and continuing professional development in general practice/family medicine for medical students, doctors in training, and established general practitioners and family doctors. Dr Michael Kidd of Australia convened the first meeting of 24 enthusiastic teachers and educators forming the new Wonca Working Party on Education (WWPE) at the 2007 World Wonca meeting in Singapore.