"Fresh Approaches to Clinical Teaching" (FACT) – developing and delivering an innovative staff development course at Kassel School of Medicine

Abstract

Introduction: Kassel School of Medicine (KSM), part of Gesundheit Nordhessen (GNH), collaborates with the University of Southampton to deliver the five-year BM(EU) programme, which is taught primarily in the workplace. Some GNH clinicians hold honorary positions at different German faculties where they teach, but others are new to providing clinical teaching. The FACT course was designed in 2015 to ensure participants understand the programme, recognise the principles involved in its assessments, and understand the underlying learning theory and how to apply it to practical teaching methods. By the end of the course, participants will be able to recognise the key factors that create an optimal learning environment and have learned the skill of making specific observation and provide focused feedback. The 1.5 day workshop draws a mixed group of participants from a range of healthcare professions and at different levels of seniority. Since May 2015 it has been delivered five times.

Objectives: Two types of evaluations were undertaken to ensure that the FACT course is fit-forpurpose and meets the needs of the participants.

Materials & methods: An in-depth mixed-method evaluation was conducted with the first cohort (n=13) involving non-participant observation and focus groups. Participants of all five courses (n=56) evaluated it through questionnaires.

ResultsThe qualitative evaluation was very positive. All participants valued the opportunity to explore how to provide non-judgmental feedback and encourage reflection in the learner. The vast majority of participants found the roleplay and nano- teaching exercises useful preparation for teaching. The quantitative evaluation showed high levels of satisfaction throughout – with many positive comments about the way in which the course enabled participants to interact with one another. Ratings have increased in line with constant revision by a small team. For the UK-based facilitators the course delivery has highlighted differing cultural norms, especially in the way in which participants relate to one another.

Conclusion: The course is developing over time to address the needs of different groups of teachers. In addition to preparing the clinicians for the task of teaching, FACT also facilitates the formation of a new community of clinical teachers.

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