From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry
Background: The shift in postgraduate medical training towards a competency-based medical education framework has inspired research focused on medical educator competencies. This research has rarely considered the importance of the learning environment in terms of both setting and specialty-specif...
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Canadian Medical Education Journal
2019
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oai:doaj.org-article:b21cb08d85fc4f558a963abec09956a82021-12-01T22:43:50ZFrom good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry10.36834/cmej.531561923-1202https://doaj.org/article/b21cb08d85fc4f558a963abec09956a82019-07-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/53156https://doaj.org/toc/1923-1202 Background: The shift in postgraduate medical training towards a competency-based medical education framework has inspired research focused on medical educator competencies. This research has rarely considered the importance of the learning environment in terms of both setting and specialty-specific factors. The current study attempted to fill this gap by examining narrative comments from psychiatry faculty evaluations to understand learners’ perceptions of educator effectiveness. Methods: Data consisted of psychiatry faculty evaluations completed in 2015-2016 by undergraduate and postgraduate learners (N= 324) from McMaster University. Evaluations were provided for medical teachers and clinical supervisors in classroom and clinical settings. Narrative comments were analyzed using descriptive qualitative methodology by three independent reviewers to answer: “What do undergraduate and postgraduate medical learners perceive about educator effectiveness in psychiatry?” Results: Narrative comments were provided on 270/324 (83%) faculty evaluation forms. Four themes and two sub-themes emerged from the qualitative analysis. Effective psychiatry educators demonstrated specific personal characteristics that aligned with previous research on educator effectiveness. Novel themes included the importance of relationships and affective factors, including learner security and inspiration through role modeling Conclusion: Contemporary discussions about educator effectiveness in psychiatry have excluded the dynamic, relational and affective components of the educational exchange highlighted in the current study. This may be an important focus for future educational research. Sheila HarmsBryce BogieAnne LiziusKaren SapersonSusan JackMeghan McConnellCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 10, Iss 3 (2019) |
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DOAJ |
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DOAJ |
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EN |
| topic |
Education (General) L7-991 Medicine (General) R5-920 |
| spellingShingle |
Education (General) L7-991 Medicine (General) R5-920 Sheila Harms Bryce Bogie Anne Lizius Karen Saperson Susan Jack Meghan McConnell From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry |
| description |
Background: The shift in postgraduate medical training towards a competency-based medical education framework has inspired research focused on medical educator competencies. This research has rarely considered the importance of the learning environment in terms of both setting and specialty-specific factors. The current study attempted to fill this gap by examining narrative comments from psychiatry faculty evaluations to understand learners’ perceptions of educator effectiveness.
Methods: Data consisted of psychiatry faculty evaluations completed in 2015-2016 by undergraduate and postgraduate learners (N= 324) from McMaster University. Evaluations were provided for medical teachers and clinical supervisors in classroom and clinical settings. Narrative comments were analyzed using descriptive qualitative methodology by three independent reviewers to answer: “What do undergraduate and postgraduate medical learners perceive about educator effectiveness in psychiatry?”
Results: Narrative comments were provided on 270/324 (83%) faculty evaluation forms. Four themes and two sub-themes emerged from the qualitative analysis. Effective psychiatry educators demonstrated specific personal characteristics that aligned with previous research on educator effectiveness. Novel themes included the importance of relationships and affective factors, including learner security and inspiration through role modeling
Conclusion: Contemporary discussions about educator effectiveness in psychiatry have excluded the dynamic, relational and affective components of the educational exchange highlighted in the current study. This may be an important focus for future educational research.
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| format |
article |
| author |
Sheila Harms Bryce Bogie Anne Lizius Karen Saperson Susan Jack Meghan McConnell |
| author_facet |
Sheila Harms Bryce Bogie Anne Lizius Karen Saperson Susan Jack Meghan McConnell |
| author_sort |
Sheila Harms |
| title |
From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry |
| title_short |
From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry |
| title_full |
From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry |
| title_fullStr |
From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry |
| title_full_unstemmed |
From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry |
| title_sort |
from good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry |
| publisher |
Canadian Medical Education Journal |
| publishDate |
2019 |
| url |
https://doaj.org/article/b21cb08d85fc4f558a963abec09956a8 |
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