of a Module in Teaching and Learning on Family Physician Trainees Prof M de Villiers & Ms M van Heusden - Faculty of Health Sciences Academic Year Day 2011 Faculty of Health Sciences, Stellenbosch University Centre for Health Sciences Education Parallel Session 17 August 2011 Dr F Cilliers & Ms N Herman - Center for Teaching and Learning Dr K von Pressentin - Langeberg Sub-district Dr F Coetzee - Malmesbury Hospital
15
Embed
Exploring the Influence of a Module in Teaching and Learning on Family Physician Trainees
Exploring the Influence of a Module in Teaching and Learning on Family Physician Trainees. Prof M de Villiers & Ms M van Heusden - Faculty of Health Sciences. Dr F Cilliers & Ms N Herman - Center for Teaching and Learning. Dr K von Pressentin - Langeberg Sub-district. - PowerPoint PPT Presentation
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Exploring the Influence of a Module
in Teaching and Learning on Family Physician Trainees
Prof M de Villiers & Ms M van Heusden - Faculty of Health Sciences
Academic Year Day 2011
Faculty of Health Sciences, Stellenbosch University
Centre for Health Sciences Education
Parallel Session
17 August 2011
Dr F Cilliers & Ms N Herman - Center for Teaching and LearningDr K von Pressentin - Langeberg Sub-
district Dr F Coetzee - Malmesbury Hospital
Why equip medical registrars as teachers?
Twofold motivationImmediate:Most registrars help educate & train medical studentsotypically not prepared for this roleoquality of clinical teaching affects:
2 student perceptions2 student
performanceHammoud et al., 2004; Spickard & Corbett, 1996; Wamsley et al., 2004;
Wipf et al., 1999; Roop & Pangaro, 2001; Stern, Williams, et al. 2000
2
Longer term:Ensuring appropriate preparation of next generation of leaders
3
4
Roles of the African Family Physician
Mash (2008) SA Fam Pract 50(3):58-59
5
Research question
What influence, if any, does a module on teaching and learning have on family medicine registrars?Objectives: How do registrars’ perceptions of their role as specialists
change? attitudes towards teaching change? confidence with and participation in
teaching activities change?
6
Method Phase 1: Qualitative design
13 graduates, Western Cape In-depth interviews, recorded and