Abstract
BackgroundTeacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an intensive course in emergency medicine. As primary study outcome students’ practical skills at the end of their course were chosen.MethodsThe authors matched 18 clinical teachers according to clinical experience and teaching experience and then randomly assigned them to a two-day-teacher training, or no training. After 14 days, both groups taught within a 12-hour intensive course in emergency medicine for undergraduate students. The course followed a clearly defined curriculum. After the course students were assessed by structured clinical examination (SCE) and MCQ. The teaching quality was rated by students using a questionnaire.ResultsData for 96 students with trained teachers, and 97 students with untrained teachers were included. Students taught by untrained teachers performed better in the SCE domains ‘alarm call’ (p < 0.01) and ‘ventilation’ (p = 0.01), while the domains ‘chest compressions’ and ‘use of automated defibrillator’ did not differ. MCQ scores revealed no statistical difference. Overall, teaching quality was rated significantly better by students of untrained teachers (p = 0.05).ConclusionsAt the end of a structured intensive course in emergency medicine, students of trained clinical teachers performed worse in 2 of 4 practical SCE domains compared to students of untrained teachers. In addition, subjective evaluations of teaching quality were worse in the group of trained teachers. Difficulties in integrating new strategies in their teaching styles might be a possible explanation.
Highlights
Teacher training may improve teaching effectiveness, but it might have paradoxical effects
Results of structured clinical examination (SCE) and Multiple choice questionnaire (MCQ) were transformed into percentages of the achievable maximum, and medians, 25th and 75th percentiles were calculated
No statistical differences were found between the groups regarding age, female gender (56.3% vs. 59.6%), German as native language (85.4% vs. 86.6%), or previous experience in emergency medical services (13.7% vs. 11.3%), for details see Additional file 3: Table S2
Summary
Teacher training may improve teaching effectiveness, but it might have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. The impact of a clinical teacher training on teaching effectiveness was assessed in an intensive course in emergency medicine. Research on expertise development suggests that the integration of new strategies could result in deterioration of performance until higher levels of competence are reached. Meta-cognitive components of training may make learners aware of their potential for further development [10,11,12]. This awareness may reveal one’s own deficits to the trainee, and may cause insecurity [13]
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