The design, delivery and evaluation of an essential teaching skills course for preceptors in family medicine
Colla J. MacDonald1, Douglas Archibald2, Madeleine Montpetit2, Martha McKeen3, Donna Leith-Gudbranson2, Rebecca J. Hogue1 and Christine Rivet2
1Faculty of Education at the University of Ottawa, Canada
2Department of Family Medicine, University of Ottawa, Canada
3Bruyère Research Institute, University of Ottawa, Canada
Submitted: 15/01/2013; Accepted: 13/07/2013; Published: 28/07/2013
Int J Med Educ. 2013; 4:146-154; doi: 10.5116/ijme.51e1.1361
© 2013 Colla J. MacDonald et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0
Abstract
Objectives: This paper outlines the design, delivery and evaluation of a hybrid face-to-face/online Essential Teaching Skills for Preceptors in Family Medicine course.
Methods: Eighty-six preceptors attended one of ten four-hour Essential Teaching Skills for Preceptors course workshops. Data were collected through post-workshop evaluation surveys, post-module online evaluation surveys, post-workshop focus groups, and a final online reflective exercise. Focus groups were audiotaped, transcribed and analyzed by grouping common codes together to form themes. Evaluation surveys were analyzed using descriptive statistics and response frequencies.
Results: A total of 79% (68/86) workshop participants completed the post-workshop evaluation survey. However, only 36% (31/86) of workshop participants completed the online modules and online evaluation surveys. Preceptors' responses from the focus groups and open-ended questions on the workshop evaluation survey emerged into seven themes: Sharing, Content, Support, Learning, Back to Basics, Course Facilitators, and Improvements.
Conclusions: Faculty appreciated that the course development team addressed their expressed desire to become better teachers and offered 'in-house' faculty development. Low participation in the online modules indicated that preceptors preferred the face-to-face workshop. It is our expectation that other family medicine departments, as well as faculties of medicine, can benefit from our experiences designing and teaching the Essential Teaching Skills course as well as from using or adapting the ready-made workshop participant guide.