Introduction
As a clinical educator, I know how important it is to offer students a stimulating and challenging learning environment if we want to see them succeed in the medical field. As a result, I regularly assess my performance and whether I am effectively implementing best practices and providing my students with an optimal learning environment. I aim to prove that I fully grasp the basics of medical education and clinical supervision by thoroughly evaluating my teaching methods.
In this talk, I plan to explain, defend, and evaluate my classroom methodology by referring to and critiquing relevant works in education, the philosophy of education, and cutting-edge empirical studies. The theories of learning that guide my practice as an educator, as well as the methods and tools I use in the classroom, will be the subject of this talk. That way, I can demonstrate my dedication to improving as a teacher and advancing the medical field. The need for clinical supervisors to analyze and improve their teaching approaches regularly is a powerful reminder of the importance of good teaching and learning in a medical workplace.
Principles of Learning and Clinical Supervision
As an instructor, I know how important it is to create a safe and stimulating academic setting for my students. To this end, I employ a strategy that centers on the “learning alliance” that forms between my class and me. This strategy emphasizes communication between educators and their students and promotes group work toward shared objectives. Studies suggest that boosting student engagement, reflection, and feedback can improve learning outcomes (Telio et al., 2015).
The learning alliance method can be easily implemented in clinical supervision. My job as a clinical supervisor is to guide and mentor my students as they hone their clinical skills and provide constructive criticism (Harden et al., 2021). I help my pupils figure out what they are good at and where they may use some improvement, and then I give them specific advice on how to improve.
Improved patient outcomes may result from my teaching method, which centers on the learner. Feedback, a collaborative process that helps students improve their learning and performance, is given significant weight in the learning alliance method. Effective feedback is delivered at the appropriate moment, is comprehensive, has clear takeaways, and is delivered in a positive, nonjudgmental manner (Harden et al., 2021).
The learning process might be hindered by delayed input (Peters et al., 2019). As a result of receiving constructive criticism in a safe classroom setting, my students can better identify their strengths and areas for improvement, set personal educational objectives, and grow in their knowledge and abilities. A student-centered strategy in clinical supervision and medical education, emphasizing teamwork and criticism, is essential.
Andragogy is crucial in medical education because it recognizes that adult students have different needs and objectives. Educators can aid in developing autonomy, crucial for lifelong learning, by encouraging adult students to take charge of their education (Telio et al., 2015). The practical application of what is being taught is another crucial reason for emphasizing real-world, hands-on experiences. This method is based on the idea that adult students must have a stake in their education to have value (Taylor & Hamdy, 2013).
The self-directed learning methodology also resonates with me, as I value independence and control. As an adult student, having some autonomy in how I study has significantly increased my motivation to do well. Students are more likely to be engaged and motivated to learn when they have some say in the direction and goals of their education.
The philosophy of experiential learning, which underpins this method, emphasizes students’ involvement, self-reflection, and risk-taking throughout the educational process. The educational community stands to gain as much as the students from implementing these strategies into the medical curriculum. Teachers can establish a learner-centered environment that encourages development by emphasizing problem-solving, independent study, and practical applications (Taylor & Hamdy, 2013). This method allows teachers to adapt their lessons to their students’ specific learning styles. Teachers can help adult students develop the self-reliance and interest in learning that will serve them well in their professional and personal lives by fostering an atmosphere that encourages these traits.
Beliefs About Teaching and Learning
Instructors must adapt their lessons to their students’ specific requirements. For education to be effective, students need to be empowered to make decisions about their learning and to be prompted to draw connections between classroom material and real-world contexts (Peters et al., 2017). Fostering students’ active engagement, introspection, and ability to work together is crucial (Peters et al., 2017).
Both the social learning theory and the constructive learning theory have been immensely helpful to me as a teacher. Participating in creating one’s knowledge and meaning is at the heart of constructive learning. Using the strategies outlined by Telio et al. (2015), I incorporate this method into my classes by allowing students to apply their learning to real-world issues (Peters et al., 2017). Given the significance of role modelling in medical education, the social learning theory has also significantly influenced my approach to the classroom.
By modelling the same professionalism and high standards of behavior and attitude that I expect from my pupils, I hope to inspire them to achieve their full potential. By incorporating these theories into my lessons, I can encourage my pupils to think critically, actively participate in their learning, and master the material thoroughly. I want to improve my students’ chances of succeeding by modelling the ideals and behaviors I preach in my therapeutic work. Clinical teachers can give their students the best possible education and encourage learning by fostering self-reflection and basing their lessons on empirical evidence.
Teaching Strategies and Methods
Instructors’ approaches and procedures significantly facilitate successful learning. I have observed many different teaching strategies and methods in action, and some of the most effective are teacher-centered instruction, student-centered/constructivist approach, and inquiry-based learning. Active learning is encouraged when students are provided opportunities to learn through experiences such as case-based learning (CBL) and problem-based learning (PBL) (Peters et al., 2017). Students are more invested in their education due to this opportunity. To achieve a deeper level of comprehension of the material being studied, students are often given a case study or a real-life scenario to investigate and evaluate (Taylor & Hamdy, 2013).
The next stage of the process involves students analyzing the scenario, identifying the most critical issues, and developing a plan to address them (Peters et al., 2017). Students in medical schools are frequently provided with case studies of actual patients to analyze and formulate diagnoses and treatment strategies.
Both case-based learning and problem-based learning use real-world scenarios to demonstrate concepts and show how they can be applied. On the other hand, learning through problems emphasizes critical thinking and problem-solving (Peters et al., 2017). Students work in smaller groups to discuss, analyze, and find solutions to various classroom problems, drawing from various teaching resources. These pedagogical approaches encourage critical thinking and problem-solving among students as they are being taught (Harden et al., 2021). The role of the instructor in these types of classrooms is to facilitate student learning by guiding students and providing constructive criticism (Harden et al., 2018). The selection of pedagogical strategies ought to be heavily influenced by the subject matter, learning goals, and the requirements of individual students.
It is crucial to look at the studies and data that support a teaching strategy before committing to it. Problem- and case-based learning, two types of active learning methodologies, have been demonstrated to be more effective than traditional lecturing at keeping students engaged and motivated in their learning (Harden et al., 2018). It is crucial because interest significantly affects how well people learn.
Collaborative learning activities, such as group discussions and other forms of group work, have also increased students’ analytical reasoning and problem-solving skills (Harden et al., 2018). In doing so, students can collaborate, learn from one another’s experiences and viewpoints, and grow as individuals and thinkers. Therefore, better academic outcomes for students can be achieved by using evidence-based strategies and procedures in the classroom.
As a result, teachers and professors must keep up with the latest findings in education and the best methods supported by solid scientific evidence. With this information, they can choose the best strategies for their classes. In the long run, this will enhance academic performance and provide pupils with a more enjoyable learning experience.
It is essential to conduct consistent assessments of the student’s progress toward their learning goals to determine whether the classroom practices currently in use are producing the desired results. The goals of assessments, such as quizzes, tests, and reviews, can be either formative or summative (Peters et al., 2017). Hearing students’ perspectives can also provide valuable insight into the effectiveness of various pedagogical delivery methods (Telio et al., 2015). If it is found that the strategies and methods currently in use are ineffective, changes can be made to improve students’ learning outcomes.
Student-Based Learning Approaches
The personal approach is a method of instruction that has recently received much attention. This strategy emphasizes active learning tactics, such as team cooperation and problem- and case-based learning, to maintain students’ engagement and interest in the subject matter. Active learning strategies are more effective than traditional teaching styles, such as lecturing, in boosting exam results and reducing student failure rates (Telio et al., 2015). This research was carried out by Freeman and colleagues (Harden et al., 2018).
It has been demonstrated that students’ motivation, engagement, critical thinking, and problem-solving abilities improve when they participate in problem-based learning (Harden et al., 2018). I incorporate the Core Competencies established by the Accreditation Council for Graduate Medical Education (ACGME) and other relevant literature into my teaching to guide my instructional strategies and ensure that students are prepared with the skills they will need for their future professions.
Patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice have been identified by the ACGME as the six core competencies that all medical professionals should possess. Other core competencies include professionalism and systems-based practice (Telio et al., 2015). Using tactics and methods that encourage active learning, group collaboration, and the practical application of what students have learned is an efficient way to help them develop these competencies. This is one of the most successful ways to help students acquire these competencies. I can provide my pupils with a more individualized educational experience and assist them in developing the skills essential to their success in their chosen field of work by using these teaching strategies.
Students’ social skills can be improved through simulations of genuine professional circumstances that require them to work together. This is one of the most eye-catching results possible via joint economic effort (Telio et al., 2015). Students will be able to communicate their views and ideas during the group work process and obtain critical feedback from their classmates as a direct result of this methodology (Telio et al., 2015). Every student will receive critical feedback and an explanation of how the instructor will construe their ideas or viewpoints.
Conclusion
Effective instructional practices are necessary to improve the learning outcomes intended for students enrolled in medical education. Learning approaches backed by empirical research, such as problem- and case-based learning, can boost students’ motivation levels and analytical ability in the classroom. As a teacher, one of the most important things to me is ensuring that the time spent in class is enjoyable for every student, encouraging them to participate, and providing constructive criticism as quickly as possible after a task. To discover the most effective ways to improve students’ learning outcomes in medical education programs, additional research is required into the efficiency of various instructional strategies and approaches.
References
Harden, R. M., Laidlaw, J. M., & Irby, D. M. (2021). The importance of the learning environment. In Essential skills for a medical teacher: An introduction to teaching and learning in medicine. essay, Elsevier.
Harden, R. M., & Lilley, P. (2018). The eight roles of the medical teacher: the purpose and function of a teacher in the healthcare professions. Elsevier Health Sciences.
Peters, H., Holzhausen, Y., Boscardin, C., ten Cate, O., & Chen, H. C. (2017). Twelve tips for the implementation of EPAS for assessment and entrustment decisions. Medical Teacher, 39(8), 802–807.
Taylor, D. C., & Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: Amee Guide no. 83. Medical Teacher, 35(11).
Telio, S., Ajjawi, R., & Regehr, G. (2015). The “Educational Alliance” as a framework for reconceptualizing feedback in medical education. Academic Medicine, 90(5), 609–614.