Table 6 Thematic analysis of preferred content and format of curricula to improve teaching skills
From: Developing internal medicine subspecialty fellows’ teaching skills: a needs assessment
Theme | Examples |
|---|---|
Desire for increased time and opportunities for teaching | “Time is the limiting factor. Give fellows and house staff more time if teaching is truly a priority.” |
“More time during fellowship to do this. More opportunities for formal teaching of residents and students if interested and would need coverage given to fellows for participation in these events. This can’t just be something added on.” | |
Emphasizing teaching as an important aspect of fellowship | “To be honest, just having it made clear that we are expected to teach residents, and being encouraged to do so by our attendings, would be a huge step.” |
“The reality is that everyone is busy all the time. So, if we fall back on this excuse, then no teaching will ever happen. It therefore behooves us to carve out dedicated time for teaching and learning…and recognize that, even though we are all busy, these twin missions are integral to our success as an institution and as a profession.” | |
Preference for workshop as format | “I would institute a work-shop like teaching environment. Fellows from one discipline should have the opportunity to interact with fellows across all disciplines (exchange ideas, troubleshoot common problems, etc.…).” |
“Workshops on teaching are great, especially since it is some protected time to think and reflect about teaching.” | |
Importance of adult learning theory as topic | “Some adult learning theory and how to ask higher order questions would be useful. My teaching experience is all just on the go.” |
“Adult learning theory seems most interesting to me.” | |
Importance of observed teaching | “We could discuss teaching as a goal with our consult attendings, and devise a system and identify a day or time when they rely on us to do the teaching in rounds and observe us- often in rounds with residents the fellow and attending both try to teach at the same time which makes it less productive.” |
“Direct observation of teaching with feedback is the most important.” | |
Desire to improve small group and lecture skills | “Specific lessons for large group teaching versus small group teaching would be helpful.” |
“I would have a teaching workshop that is also designed to teach how to give a great power point presentation.” |