Aim
Our aim is to further develop all primary care educators. The training will be generic and will be helpful to PCT educators and facilitators, GP trainers, their practice colleagues, CPD tutors and commissioning GPs. The meetings will be of interest to anyone who might like to teach or train better in their practice. They would form a good grounding in basic educator skills for those new to PCT educator work. They would also appeal to GPs or practice managers would like to be a trainer later.
Background
“There is no coherent theory of medical teacher development. Doctors are experts in what they teach; most have had little or no training in how they teach” [i]This study showed areas that are important in teacher development: acquisition of educational knowledge and skills; modelling and practice of teaching skills, and encouragement and motivation of teachers. These themes are echoed in other studies of doctors as teachers. In most localities trainers are required to be trained and assessed before training doctors in how be GPs in other areas of medical education it is uncommon for any formal educational skills to be demonstrated before teaching begins.
Where formal training is offered it is possible to show an improvement in teaching.[ii][iii]
Medical educators are required to be more than teachers and in these times of change also need to have the skills to lead and influence. More recent ideas about leadership favour transformational rather then transactional models[iv]. These are internally focused and increase the capacity of individuals to deal with a wide variety of challenges and dilemmas.[v]
These workshops from NAPCE are designed to share some of the information about effective medical teaching and leadership. They will encourage the sharing of best practice. There will be opportunities to demonstrate and try out different teaching methods.
References
[i] The development of medical teachers: an enquiry into the learning histories of 10 experienced medical teachers. Jane MacDougall1 & Mary Jane Drummond Medical Education 2005; 39: 1213–1220
doi:10.1111/j.1365-2929.2005.02335.x
[ii] Faculty Development in Teaching Skills: An Intensive Longitudinal Model. Karan A. Cole et al Acad Med. 2004;79:469–480
[iii] Long-term Outcomes of a Primary Care Faculty Development Program at the University of Wisconsin Craig L. Gjerde, et al Fam Med 2008;40(8):579-84
[iv] Exceptional leadership-16 critical competencies for healthcare executives. Dye CE Garman AN, Chicago: Health Administrative Press 2006
[v] [v] A theory of goal setting and task performance. Locke EA, Latham GP Engelwood Cliffs, NJ Prentice Hall 1990
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