■粉笔演讲是临床环境中有效的教学工具。然而,关于教导医学教育工作者如何开发和交付它们的最佳策略的数据是有限的。我们设计并实施了两个50分钟的研讨会,以帮助GME的亚专业研究员创建并提供粉笔演讲。
■第一个研讨会包括一个有效的粉笔演讲的演示和创建粉笔演讲的最佳实践的讨论;第二个是实践会议,研究员介绍他们的粉笔演讲,并收到来自教师和同行的反馈。我们评估了研讨会前和研讨会后对创建和发表粉笔演讲和制定学习目标的能力的信心。次要结果是教师和同伴对粉笔谈话的评估。
■33名参与者中有18名(回答率为54%)完成了会前和会后调查。研究员报告说,他们对创造粉笔谈话的能力有了更高的信心(22%对83%,p<.001),发表粉笔谈话(17%与83%,p<.001),并制定良好的学习目标(11%与83%,p<.001)。研讨会结束后,参与者更有可能正确识别使用高级组织者的粉笔谈话(67%与89%,p<.05)。38名教师和同行完成了对参与者“粉笔会谈”的反馈评估;最受好评的研究员“粉笔会谈”在内容领域的高度讨论,delivery,设计,学习目标,和订婚。
■将这些研讨会纳入医学教育课程可以有效地发展GME亚专业研究员的临床教学技能。
UNASSIGNED: Chalk talks are effective teaching tools in the clinical setting. However, data on optimal strategies for teaching medical educators how to develop and deliver them are limited. We designed and implemented two 50-minute workshops to help subspecialty fellows across GME create and deliver a chalk talk.
UNASSIGNED: The first workshop comprised a demonstration of an effective chalk talk and a discussion of best practices for creating chalk talks; the second was a practice session where fellows presented their chalk talks and received feedback from faculty and peers. We evaluated pre- and postworkshop confidence in the ability to create and deliver a chalk talk and develop learning objectives. Secondary outcomes were faculty and peer evaluations of the chalk talks.
UNASSIGNED: Eighteen of 33 participants (54% response rate) completed both pre- and postsession surveys. Fellows reported improved confidence in their ability to create a chalk talk (22% vs. 83%, p < .001), deliver a chalk talk (17% vs. 83%, p < .001), and develop well-written learning objectives (11% vs. 83%, p < .001). After the workshop, participants were more likely to correctly identify a chalk talk that made use of an advanced organizer (67% vs. 89%, p < .05). Thirty-eight faculty and peers completed feedback evaluations of participants\' chalk talks; most rated fellows\' chalk talks highly in domains of content, delivery, design, learning objectives, and engagement.
UNASSIGNED: The incorporation of these workshop within a course on medical education can effectively develop clinical teaching skills among subspecialty fellows in GME.