ASSESSING MEDICAL

TEACHERS
PROFESSIONALISM

PRECONFERENCE WORKSHOP
7TH JAKARTA MEETING ON MEDICAL EDUCATION
5 DECEMBER 2014

Facilitators
Assoc Prof Tan Chay Hoon MBBS, MMed
Pysch, PhD, MMedEd (Dundee), Yong Loo Lin
School of Medicine, National University
Singapore
Ardi Findyartini, MD, PhD (Melbourne), Faculty
of Medicine, Universitas Indonesia

WORKSHOP OBJECTIVES
To identify medical teachers competences and relate them to the
current practice in each school
To recognize assessment methods of medical teachers
competences
To develop blueprint of medical teachers competence based
assessment as part of institutional initiatives and medical teachers
personal and professional development

WORKSHOP OUTCOMES
Participants collective understanding of medical
teachers competence
Blueprint of medical teachers competence
assessment in medical schools

ACTIVITIES
Activities

Time allocation

Introduction and ice-breaking

15 minutes

Group discussion 1: the understanding of current

medical teachers role and competence

30 minutes

Plenary of the group discussion 1

15 minutes

Interactive lecture: the medical teachers

competence based assessment methods and
demonstration

20 minutes

Group discussion 2: the development of blueprint

of medical teachers competence based
assessment

30 minutes

Plenary of the group discussion 2

30 minutes

Summary and closing

15 minutes

20 minutes

Source: http://www.youtube.com/watch?v=QbU61uO3Vdw&list=PL_ax4Bj38pYcwOyHp-2a9kpXTBKGXmfHG&index=4

Professional medical teachers (with

appropriate knowledge, skill and attitude)

Improve
student
learning

Competent and caring practitioners

Improved
patient and
community
outcumes
McLean M, Cilliers F, Van Wyk JM (2008). Faculty development: Yesterday, today and tomorrow. Medical Teacher 30
(6): 555 584

GROUP
DISCUSSION 1

Discuss in your group, what do you think

the roles of medical teachers are and
what competences corresponding to
them

PLENARY 1

The evolution of medical

teachers role (the focus)
1970s

Characteristics of good teachers

Develop objectives, measure the objectives

1980s

Process expert, in addition to content expert

Understanding learning as constructive processes

1990s

Expanding roles (role model, facilitators) and responsibilities

(teacher, administrator, clinician, etc)
Scholarly teaching

2000s

Developing competent, professional teachers (accreditation)

Cultural competences
Training in medical education : compulsory
Scholarship of teaching
McLean M, Cilliers F, Van Wyk JM (2008). Faculty development: Yesterday, today and tomorrow. Medical Teacher 30
(6): 555 584

The 12 roles of a medical teacher: from

content expert to Mentor,
role model
Learning
Tutor

Facilitator

On the job role

model

Student
assessor

Facilitator
Curriculum
evaluator

Curriculum
planner

Assessor

Role
Model
Informa@on
Provider

Planner

Teaching
role model

Lecturer

Resource
Developer
Clinical or prac@cal
teacher

Course
organizer
Study guide
producer

Resource Material
Creator

The competence of
excellent medical teacher
Performance of
tasks (Doing the
right thing)

Technical
intelligences

Approach to
tasks (Doing the
thing right)

Intellectual,
emotional,
analytical, creative
intelligences

Professionalism
(the right
person)

Personal
intelligences

(Hardens 3 circles models, 1999)

Doing the
right thing

Teach large and small groups

Teach in a clinical setting
Facilitate and manage learning
Plan learning
Develop and work with learning
resources
Asses students
Evaluate courses and undertake
research in education

Doing the
thing right

Intellectual intelligence: With

understanding of principles of
education (learning styles,
distance learning, principles of
change)
Emotional intelligence: With
appropriate attitudes, ethical
understanding and legal
awareness (enthusiasm, empathy
and interest, respect)
Analytical and creative
intelligence: With appropriate
decision-making skills and best
evidence-based education

The right
person

The role of the teacher or trainer

within the health service and the
university (e.g. understands
teaching responsibilities,
maintains acceptable balance
between service, teaching and
research)
Personal development with
regard to teaching (e.g. reflects
upon and aware of own
strengths and weaknesses, keeps
abreast of new teaching and
learning techniques)

INTERACTIVE
LECTURE

Why we should evaluate

teachers?
(traditional perspectives)
Formative for teachers
To identify areas for teaching improvement

Summative for system and teachers

Judges the effectiveness of teaching

Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada.

Why we should evaluate

teachers?
(new perspectives)
Learners (students,
residents, colleagues)

Quality of instruction, (teaching process,

teacher attributes), medical expertise,
career choice

Patients

Professional behavior, interpersonal skills

Regulatory bodies
(accreditation, self
regulation)

Outcomes of education: compared to

standards

Organization (hospitals,
universities)

Quality care, research programs, status,

societal or health goals

Funders (governments,
insurers, students)

Cost effectiveness, value for money,

political goals

Teachers!!

Inherent satisfaction, educational

innovation

Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada

Approaches to teachers
assessment
Rating scale
Portfolios

Perceptions

Process

Peer assessment
Objective Structured
Teaching Examination
(OSTE)

Product

Teaching materials
Educational innovation

Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada

Measurement principles
Valid, Reliable, Feasible, Efficient, Acceptable
Inexpensive, Useful
Multiple sources, triangulate measures
Subjective & objective
Qualitative & quantitative

Perceptions rating scale

Satisfaction, happiness
Generally quantitative data only
Potential bias evaluation may reflect preference for
subject, teacher, style rather than teacher skill
Question of quality of student critical and evaluative skills
Potential conflict - timing of evaluation of students

Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada

Perception rating
Aspects to evaluate
Learning climate
Professional attitude towards and support of students
Communication of goals
Evaluation of achievement of goals
Feedback to learner

Arah OA, Hoekstra JBL, Bos AP, Lombarts KMJMH (2011). New Tools for Systematic Evaluation of Teaching Qualities of Medical
Faculty: Results of an Ongoing Multi-Center Survey. Plos ONE 6 (10): e25983

Perception - Teaching
portfolio
Documents teachers accomplishments in field of education
(also called an education portfolio)
Selected information on teaching activities and solid
evidence of their effectiveness
Steps in developing a portfolio
Motivating factors
Documenting teaching practice
Reflecting

Personal philosophy of
teaching (Goals,
strategies)

Teaching
responsibilities and
contributions

Teaching evaluations
(Multiple methods,
perspectives, selfevaluation, and
resultant changes,
teaching products)

Administration and
educational
leadership
Innovations in
education

Scholarship in
education

Honours and awards

Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada

Process peer assessment

Weve been in this workshop for at least 1 hour.

Would you please rate each of us in providing you
with the relevant information?

Please rate us from 1 to 5 for

the following categories
Clear and organized
Case-based format
Relevant
Identifies main teaching points
Engaging active learning
Understandable slides
Slides clear format
Please provide further feedback on the areas of
strengths and areas for improvement

Process peer assessment

Colleague observations and judgments
Complements or augments student ratings, & other
evaluations
Advantage
Different perspective from
learners
Enhanced insight regarding
teaching process
Overcome bias of learners
evaluation
Peer support
Two way learning

Disadvantage
Not anonymous
Teacher anxiety
Time commitment
Need for training

Process - Objective Structured

Teaching Exam (OSTE)
Teacher interacts with a standardized student in a
standardized teaching situation
Rapid, realistic, immediate feedback
Specific skills broken down to parts, e.g. the teacher ...
Stated goals clearly and concisely
Listened to learner
Encouraged learner to participate actively in discussion
Expressed respect for learner
Encouraged learner to raise questions and problems
Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada
Morrison E. An objective structured teaching examination (OSTE) for generalist resident physicians. MedEdPORTAL
Publications, 2005. Available from https://www.mededportal.org/publication/103

Sample of OSTE stations

orienting a
learner

bedside teaching

teaching a
procedure

giving
constructive
feedback

giving a minilecture

Uses of OSTE:
Assess teaching skills
Enhance teaching skills
Assess effectiveness of curricula to improve teaching skills
Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada
Morrison E. An objective structured teaching examination (OSTE) for generalist resident physicians. MedEdPORTAL
Publications, 2005. Available from https://www.mededportal.org/publication/103

Product teaching
materials, educational
innovations
Teaching
materials

Educational
innovations

Course development
Curricular development
Materials development
Personnel development

Evaluation of effectiveness
Dissemination of findings

Snell L, State of the art -Evaluating teaching in medical schools: Why, What and How. Centre for Medical Education &
Department of Medicine, McGill University, Montreal, Canada

GROUP
DISCUSSION 2

Discuss in your group, how would you

assess medical teachers in your medical
school? Please identify the aim, the
methods, the timing

PLENARY 2 &
SUMMARY

What are the take home

points from this workshop
according to you?

The fundamental purpose of evaluating

teachers and teaching should be to
improve the quality of medical education.

If teaching evaluation is done inaccurately and

in isolation the teacher may remain complacent
in his ineptness or isolated in his
excellence (Rippey, 1981)

Thank you