Effective Teaching And Learning In Medical Education Assignment Sample

Introduction Of  Effective Teaching And Learning In Medical Education Assignment

1. Teaching Session

A. Description of the teaching sessions and learners

Description of setting

Teaching session on the topic of “Mentoring and Coaching in Health Professions education” will be conducted through classroom setting. It is referred to as a setting that focuses of effective learning which is free from any sort of distractions (Wu et al, 2020). The primary purpose of classroom setting is to conduct effective training, education, conference and instruction and is termed as ideal for the organization of teaching session for medical professionals.

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Description of learners as per Dreyfus Model

Dreyfus model of skill acquisition outlines the experiential and cognitive changes that learner undergoes during the development of expertise in particular domain. This model emphasises on learner’s transition based on reliance to more intuitive understanding and development of skill (Preston et al, 2020). Dreyfus model of professional development and expertise plots the progression of learners in five levels, categorized as novice, competent, advanced beginner, expert and proficient. The novice level of learners has no opinion and responsibility apart from following rules. Competence learner’s aims to develop their skill after having adequate experience in particular field. Proficient learners are categorised as those individuals who implements their intuition in the process of decision making and established their own set of policies and rules to formulate strategies and plans (Prieto, Sánchez and García, 2023). Expertise learners possesses strong clinical and problem solving skills and are no longer relies on knowledge. Advanced beginner learners are situational and context free and has no long term planning and actions. As per the Dreyfus model, I deal with competence learners of medical profession.

B. Educational Strategy

C. Constructive alignment of educational strategy

Constructive alignment is a curriculum approach, aimed towards close alignment of assessment and teaching to achieve learning outcomes of educational strategy. Strategic framework of constructive alignment focuses on identification of intended outcomes of learning as its first step (Al-Worafi, 2022). During the educational strategy, learning outcomes related to improve team collaboration and communication, to enhance medical education and decision making skills in emergency situations and to increase knowledge within evidence based medical practice is established. Second step of the constructive alignment is to design tasks of assessments to calculate and measure the outcomes of learning. With the implementation of assessment tasks of asking questions of clinical management, tests, interviews, summative assessments and behavioural observations, it is closely aligned with the proposed educational strategy (Kang and Kim, 2021).

Furthermore, the constructive alignment is significant in the educational strategy as it capitalised the strategic effect of guidance and assessment on the learning experience of the medical students (Cleland and Durning, 2022). It enables the students to drive learning and commitment towards improvement of cognitive and professional skills to achieve the intended learning outcomes of educational strategy. Besides that, it underpins with the educational strategy through planning of effective learning activities, enables learners to develop their understanding and to enhance their knowledge and skills. Learning activities such as provide mentorship, guidance, feedback and review to students, organization of emergency mock drills and clinical workshops, lead to enhance their learning and fosters development of their skills (Sallam, 2023).

In addition to that, last step of constructive alignment is to facilitate materials resources and examples relevant to the learning topic provided to the learner to support learning tasks. The educational strategy is a strategic teaching plan designed to provide adequate learning support to learners by offering them guidance, support, notes, thesis, learning material and through providing opportunities to gain real-world work experience (Chen and Reeves, 2020). Furthermore, lectures with specific notes and digital learning resources, such as image, texts, learning videos and academic websites are provided to the learners to enhanced chances of success of educational strategy.

D. Selection of Instructional method

Lecture method is selected as the instructional methods during the formulation of educational strategy (Pereira et al, 2022). It involves presentation of information by teacher to their learners in oral form, often in well-defined structure manner to deliver depth knowledge demand leaning on specific topic.

Challenges of lecture method

There are multiple challenges faced by learners during lecture method, which are as follows:

• Mismatch of learning styles: due to diverse mind-sets and mental capabilities, all learners are not thriving of lecture format of learning. In addition, it does not provide opportunity to ask doubts or questions, as a result, their concepts remains unclear.
• Passive learning: Method of lecture based learning offers passive learning experience to learners that simply means that they just listens to their instructor or mentor (Brottman et al, 2020). Students often feel less engaged during the instructional method of lecture. This may result in decreased attention and lack of focus, poor retention of knowledge and information and boredom.

Addressing challenges through evidence based approach

Evidence based approach of teaching includes use of research evidence to determine the learning level of the students and to decide appropriate strategies and interventions of teaching to minimize the challenges of lecture method faced by the learners. Wu et al, (2020) mentioned that this approach assists teachers or instructor about use of innovative techniques such as group leaning, providing reviews and feedback and to organize personal sessions to resolve queries and doubts of students. This will help to improve knowledge with clear concepts and understanding and helps learner to improve its focus and engagement towards learning sessions. In addition, the evidence based approach of providing constructive feedback and reviews offers advantage of sustained engagement and enhances focus of learners during teaching session (Preston et al, 2020).

2. Evidence Based Reflection

A. Setting, role and the learner

During the teaching program, based on “Mentoring and Coaching in Health Professions Education”, I played a role of instructor in which I offer strategic guidance and mentorship on health education. During this learning program, I provide in-depth knowledge and support to the medical professionals to improve decision-making skills during emergency situations and to enhance their collaboration and communication skills during multi-disciplinary settings within healthcare. While teaching learners about health professions education, I prefer classroom setting as it promotes interactive learning and improves cognitive skills and development of understanding and knowledge of learners. Classroom setting enables direct interaction between teachers and students and focuses on dynamic discussions and immediate feedback to improve the key developmental areas (Prieto, Sánchez and García, 2023). Key learners are the medical students who aimed to gained knowledge and skills about the health professional education.

B. Learner’s reaction and feedback

I provide the constructive feedback which was educative in nature, helps learners to identify their strengths and development areas of skills and knowledge. Delivery of constructive and educative feedbacks towards learner’s reaction with relevant examples and explanation enables learners to identify and analyse their own skills and knowledge (Trullàs et al, 2022). In addition, I provide an effective feedback that aims to target key learning and improvement areas of learners and efficiently communicates the progress of learners in timely manner. The educator-learner relationship may have been affected by the positive and informative interaction as it plays via role in determining success of students. Increased effective and informative interactions may have been positive affect on the behavioural and learning outcomes of student (Al-Worafi, 2022). I believe that an effective interaction with educator encourages learners to improve their efforts and practices towards teaching and learning activities, fosters deep trust, high morale and increased confidence among learners.

Within the student-centred learning environment, I implement the DESC (Describe, express, depth specify and consequences) feedback model while teaching and learning activities as it develops skills and assertiveness among learners (Kang and Kim, 2021). Moreover, these models assist me to describe the situation/ behaviour of learners and about the established objectives to be achieved. During expression of thoughts and opinions during feedback, this model helps me to express and accurately communicates about potential weakness and key areas of development of learners. During specification provided to learners about potential outcome/ behaviour, DESC model guides me to provide appropriate guidance to learners about adoption of certain behaviour as per the situational needs (Cleland and Durning, 2022). Besides that, it assists me to specify the negative and positive consequences to learners, enables them to formulate their decisions on their future improvements and skills and knowledge development.

C. Key challenges faced during teaching experience

I faced the challenges related to the hidden curriculum, limited feedbacks on teaching and negative role models within the health education system. These challenges restrict my professional commitment, leads to ineffective professional identity as I was unable to identify the weakness or areas of improvement within my educational strategy. This leads to changes professional identity at social and individual level as I was more focused on the establishment of positive relationship with learners to gain feedbacks and their reviews based on my teaching strategies and methods adopted for feedback. Moreover, professional roles, healthcare knowledge and cognitive skills and value and beliefs are termed as the key elements for the formulation of professional identity (Sallam, 2023). These elements helped me to change my professional identity for which I attended seminars, conferences and workshops and engages myself in continuous learning to improve my skills and knowledge.

3. Challenges Posed by Health Professions Education Learning Environments

A. Selection of learning environment

Learning environment is termed as a place where individuals learns and develops their skills and knowledge. Virtual space of classroom is suitable for the Health Professions Education as it combines digital and physical elements for effective learning.

B. Challenge in Virtual learning environment

The virtual classroom space can pose challenge related to technical disruption and limited communication and social interaction for learners (Norman, 2023). These results in ineffective learning and has negatively affects the overall performance of learners as learning evnvrioenmnt of virtual classroom is heavily relies on the internet quality and technical systems. In addition, learners may feel isolated and faces complexities in new styles of learning due to which their learning efficiency and academic scores are negatively affected.

C. Addressing of virtual learning challenge

To address challenges of technical disruption, lack of communication and social interaction within virtual learning, proper technologies such as high speed internet connection and smart software and systems can be adopted. In addition, educators can organize queries session after end of class to resolve queries and doubts of learners (Edujournal, 2024). Besides that, communication and social interaction between students can be initiated by way of group discussions to address the challenges of virtual learning.

4. Professional Development Goal with Smart Actions

A. Identification of goal for development as a Health Professions educator

As a Health Professions Educator, I want to develop my technical skills with proficient knowledge of software and computer programs within 3 months. With development of technical skills such as database, relevant software and internet helps Health Professions Educator to provide learning with use of technologies, helps students to actively engage in the learning activities (Chen and Reeves, 2020).

B. Evidence-based justification for goal

Goal related to development of technical skills is required in the education domain of healthcare science as learning session will be effective provided to the learners with the help of advanced technologies (Pereira et al, 2022). Further, learning with advanced software and advanced technologies enables students to effectively memorize learning about Health Professions Education. In addition, improvement in technical knowledge and skills plays a crucial role in the competency framework of effective learning with virtual classroom setting. A current research study reveals that advanced technology has facilitated large collection of datasets and its strategic analysis, leads educator to explain new concepts (James, 2024). Further, technical skills enable Health Professions Educator to explore about new innovation and scientific advancements within healthcare and medical sector.

C. SMART action for goal achievement

Smart action of attending technical conferences and digital workshops based on the improvement of IT knowledge about use and implementation of advanced technology is adopted for the achievement of goal within 3 months. This SMART action will boost computer and software skills and enhances digital efficiency related to use of advanced tools and technologies (Al-Worafi, 2022).

REFERENCES

Books and Journals

• Al-Worafi, Y., 2022. A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.
• Brottman, M.R., Char, D.M., Hattori, R.A., Heeb, R. and Taff, S.D., 2020. Toward cultural competency in health care: a scoping review of the diversity and inclusion education literature. Academic Medicine, 95(5), pp.803-813.
• Chen, W. and Reeves, T.C., 2020. Twelve tips for conducting educational design research in medical education. Medical teacher, 42(9), pp.980-986.
• Cleland, J. and Durning, S.J. eds., 2022. Researching medical education. John Wiley & Sons.
• Kang, H.Y. and Kim, H.R., 2021. Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning. BMC Medical Education, 21, pp.1-8.
• Pereira, V.C., Silva, S.N., Carvalho, V.K., Zanghelini, F. and Barreto, J.O., 2022. Strategies for the implementation of clinical practice guidelines in public health: an overview of systematic reviews. Health research policy and systems, 20(1), p.13.
• Preston, R., Gratani, M., Owens, K., Roche, P., Zimanyi, M. and Malau-Aduli, B., 2020. Exploring the impact of assessment on medical students’ learning. Assessment & Evaluation in Higher Education, 45(1), pp.109-124.
• Prieto, Y.N., Sánchez, G.A.R. and García, A.A.P., 2023, December. The discipline of Medical Psychology in the ethical-humanistic education of medical students. In Seminars in Medical Writing and Education (Vol. 2, pp. 42-42).
• Sallam, M., 2023, March. ChatGPT utility in healthcare education, research, and practice: systematic review on the promising perspectives and valid concerns. In Healthcare (Vol. 11, No. 6, p. 887).
• Trullàs, J.C., Blay, C., Sarri, E. and Pujol, R., 2022. Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC medical education, 22(1), p.104.
• Wu, H., Li, S., Zheng, J. and Guo, J., 2020. Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical education online, 25(1), p.1742964.

Online

• Edujournal, (2024). Overcoming Challenges in the Transition to Virtual Classrooms. Online. Available through: <https://www.edujournal.com/overcoming-challenges-in-the-transition-to-virtual-classrooms/>.
• James, A., (2024). The Importance of Technology in Medical Education. Online. Available through: <https://www.ruseducation.in/the-role-of-technology-in-medical-education/#:~:text=Technology%20in%20medical%20education%20goes,personalized%20medicine%2C%20and%20artificial%20intelligence>.
• Norman, N., (2023). Challenges in Virtual Classroom. Online. Available through: <https://www.mobileguardian.com/9-challenges-of-the-virtual-classroom/>. 

Author Bio

Nina Hart   10 Years | PhD

Hello medical students! I am Nina and I have done a bachelor's, master's and PhD as a medical student. I was the topper of the class and always secured the best grades on research papers. Times may have changed but still, my techniques and writing styles have helped 200+ students get the best marks. If you also want my guidance, I am there for you 24/7.