Title

Description MMC Institute for Teaching Excellence (MITE), Clinical Teaching Certificate: the Development of an Innovative Asynchronous Faculty Development Primer

Document Type

Poster

Publication Date

4-30-2020

Institution/Department

Maine Medical Center, Medical Education, Maine Medical Center Research Institute

MeSH Headings

Teacher Training, Faculty, Academies and Institutes, Mites, Animals, Humans

Abstract

Purpose and Background Most healthcare professions faculty want to be effective educators and graduate well-prepared learners. However, most healthcare professions’ training does not include curricula for effective clinical teaching methods or competencies. Asynchronous learning opportunities offer an approachable and convenient educational platform to provide faculty development for the busy clinician. However, most self-paced asynchronous learning involves passively watching a lecture or reviewing information and then taking a quiz to check for learning. This has been shown to be an ineffective educational model and one that does not engage or motivate the learner. The MITE Clinical Teaching Certificate (CTC) uses knowledge application and reflective assignments in the Canvas learning management system (LMS) via online submission followed by subject matter expert (SME) feedback.

Methods To develop the educational content for the MITE CTC, a program manager and curriculum designer utilized the following best practices as guidelines for an asynchronous learning environment: Create an online platform to encourage SME and learner collaboration. Be consistent with communications and/or updates. Offer interactive elements to make the eLearning course more engaging. Appoint an online facilitator to monitor and guide the eLearning experience. The curriculum consists of 9 required modules. The modules were created alongside SMEs within a framework of Kolb’s Experiential Learning Cycle. The curation of learning materials and assignments was focused on the continuum of a learner’s concrete experience, reflective observation, abstract conceptualization, and active experimentation.

Results 100% Online (Canvas LMS) Completion ~1 year upon enrolling

Modules: -Presentation Skills -Learning Climate -Setting Goals & Expectations -Teaching & Assessing Competencies -Time Efficient Teaching -Feedback -Small-Group Teaching -Teaching Adult Learners -Preparation of Appointments/Promotions Materials.

Content: -Short videos, peer-reviewed literature, worksheets, infographics -Quizzes, teaching exercises, case studies, reflective exercises

Feedback: -Given by SMEsubmissions

Statistics: -22 Enrolled -8 opted in from previous version of the certificate -16 active -6 haven’t accepted invitation

Of the 16 active: -1,600 page views -43 participations, defined as: assignment submission, quiz started/submitted, discussion board post

Learner feedback to date: 'Honestly, I don’t like it…I LOVE IT! The content is great, and being able to do these on my own schedule has been excellent.' 'The practical advice on goal setting, learning contracts, and the verbs for establishing learner goals was great.' 'Revising my slides was a little painful but also fun and very informative. I didn't realize how much they could be improved. I'm looking forward to giving my talk in a couple of weeks to see how it goes. I really appreciate the feedback as well.'

Conclusion Academic health institutions have in the past done a poor job preparing their faculty members for their responsibilities as teachers. The certificate is intended for educators in the clinical setting, regardless of background, type and/or level of the learner. The development of a strategically-planned, asynchronous clinical teaching certificate program that teaches basic educational theory and skills provides support for faculty to excel as teachers, leaders and role models. This work bolsters the long-standing culture of academic medicine at MMC.

Comments

2020 Costas T. Lambrew Research Retreat, abstract only

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