Abstract
Context: A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of ‘awareness’ about intrapersonal and interpersonal processes. Objectives: To improve self-awareness among medical educators.To bring about self-directed change in practices among medical educators.To assess usefulness of TA tools for the same. Methods: An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training. Findings: The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students. Discussion and Conclusions: These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes.
Highlights
Session delivery Two colleagues trained in Transactional Analysis (TA) helped the author with the sessions, data collection and provided structured and concurrent feedback to the trainer
Their feedbacks on the trainer and participants helped in maintaining objectivity during the training program
Nineteen faculty members of different age and experience participated in the training (Table 1)
Summary
Session delivery Two colleagues trained in TA helped the author with the sessions, data collection and provided structured and concurrent feedback to the trainer. Their feedbacks on the trainer and participants helped in maintaining objectivity during the training program. The course was conducted ‘contractually’ (negotiating between the expectations of participants and what the trainer got to offer) and using ‘open honest transactions’ (objectively stating what is expected, and appropriate, descriptive rather than prescriptive feed backs) the two principles of TA practice. 1. To increase personal ‘awareness’ about the interpersonal processes that takes place during teaching-learning among medical educators. 2. To bring about a self-directed changes in the behavior of the teachers that makes them more student-centered and thereby contributing to a healthy educational environment
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