A case study: a continuous improvement project of lecturing skills for clinical teachers in Chinese residency standardized training

• Published in: BMC medical education Vol. 22; no. 1; pp. 265 - 15
• Main Authors: Sun, Xiaoliang, Ding, Min, Luo, Xi, Kang, Baoli, Zhu, Yaqin, Xu, Zengguang, Chen, Chi
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 11.04.2022; BioMed Central; BMC
• Subjects: ADDIE; China; Clinical Competence; Clinical teacher for the residency standardized training; Curriculum development; Departments; Education; Educational Practices; Evaluators; Feedback; Formative Evaluation; Hospitals; Humans; Instructional design; Internship and Residency; Kirkpatrick’s evaluation; Knowledge acquisition; Learning; Lecture Method; Lectures and lecturing; Lecturing skills improvement; Medical education; Medical personnel; Medical residencies; Problem Based Learning; Public speaking; Teacher Effectiveness; Teacher Improvement; Teacher Qualifications; Teacher Surveys; Teachers; Teaching; Teaching Experience; Teaching Methods; Teaching Models; Teaching Skills; Technical Advance; Training; Training transference; China; Clinical teacher for the residency standardized training; Training transference; Kirkpatrick’s evaluation; ADDIE; Lecturing skills improvement
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-022-03311-z

Aiming at the poor quality of small lectures due to the lack of lecturing skills of the clinical teachers in residency standardized training, the Teaching and Training Department of Shanghai East Hospital set up a continuous improvement project of lecturing skills for the clinical teachers to search for effective ways to improve lecture quality, then the effect was evaluated. Based on the ADDIE model of training design, the department conducted the project in accordance with a process of analysis, design, development, implementation and evaluation. A special course "Clinical Teacher Presentation Training" (CTPT) was developed to convey and train the 5 key behaviors in presentation to improving lecture quality of the clinical teachers. Ninety-nine clinical teachers who give lectures to the residents were recruited as subjects for the project. Adopted the model of "intensive training + practice transference" to strengthen lecturing skills, and applied the Kirkpatrick Four Levels to evaluate the effect of the project from multi-role and multi-stage. The training satisfaction of the CTPT course from the subjects reaches 100%. The subjects have a high degree of knowledge acquisition through CTPT and the knowledge of the 5 key behaviors has been actually used in their lectures at the stage of practice transference. Comparing the data before training and after transference, it is found that the average increasing of the subjects' 5 key behavior scores made by teaching secretaries is 14.12 points (14.12%) and that of the subjects' self-efficacy scores is 9.31 points (9.31%); the performance values were modeling based on the scores from different types of evaluators and increased by an average of 12.61 points (12.61%); and the star ratings of the overall performance increased by an average of 1.17 points (23.4%). The results showed statistically difference (P < 0.001). The project effectively promoted the improvement of the clinical teachers' lecturing skills and the quality of small lectures.