Table 5 – Fellow perceptions of their teaching skills
From: Developing internal medicine subspecialty fellows’ teaching skills: a needs assessment
Skill | Definitely cannot | Probably cannot | Neutral | Probably can | Definitely can |
|---|---|---|---|---|---|
Teaching on the consult service | |||||
Can you figure out how much the intern already knows about the disease? | (0%) | 13 (7%) | 44 (25%) | 102 (58%) | 18 (10%) |
Can you identify the major teaching points for this case? | 1 (1%) | 1 (1%) | 7 (4%) | 100 (56%) | 68 (38%) |
Can you teach effectively within the time constraints of a busy service? | 1 (1%) | 26 (15%) | 47 (27%) | 73 (41%) | 30 (17%) |
Can you give feedback to the intern about his/her approach to the patient thus far? | 2 (1%) | 17 (10%) | 29 (16%) | 99 (56%) | 30 (17%) |
Giving a lecture to medical students | |||||
None of the students are planning to enter your sub-specialty field. Can you convey the importance of your topic to the students’ clinical training? | (0%) | (0%) | 9 (5%) | 108 (61%) | 60 (34%) |
This is the second block rotation for the 3rd year students. Can you accommodate the students’ differing clinical experiences? | (0%) | 3 (2%) | 35 (20%) | 106 (60%) | 33 (19%) |
Can you address the different learning styles of your students? (e.g. quiet learner, dominant learner, etc...) | (0%) | 21 (12%) | 64 (36%) | 69 (39%) | 22 (13%) |
Teaching in resident case conference | |||||
The disease presented is very rare. Can you take the disease-specific elements and generalize them to broader principles? | (0%) | 5 (3%) | 24 (14%) | 111 (63%) | 35 (20%) |
Some of the residents never speak up at conferences. Can you encourage participation from the quieter members? | 1 (1%) | 30 (17%) | 53 (30%) | 73 (42%) | 18 (10%) |
A resident asks you a question that is unrelated to your dedicated topic. Can you keep the discussion focused on your key teaching points? | (0%) | 4 (2%) | 42 (24%) | 104 (59%) | 25 (14%) |
The audience includes all PGY levels. Can you address the different levels of the residents? | (0%) | 6 (3%) | 43 (25%) | 101 (58%) | 24 (14%) |
You want to avoid asking questions that only test the recall of facts. Can you devise questions that evaluate your learners’ ability to apply their knowledge to a clinical situation? | (0%) | 8 (5%) | 47 (27%) | 92 (53%) | 28 (16%) |