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Andreatta PB, Hillard ML, Murphy MA, et al. Short-term outcomes and long-term impact of a programme in medical education for medical students. Med Educ. 2009;43(3):260-7doi: 10.1111/j.1365-2923.2008.03273.x.
Andreatta, P. B., Hillard, M. L., Murphy, M. A., Gruppen, L. D., & Mullan, P. B. (2009). Short-term outcomes and long-term impact of a programme in medical education for medical students. Medical education, 43(3), 260-7. https://doi.org/10.1111/j.1365-2923.2008.03273.x
Andreatta, Pamela B, et al. "Short-term outcomes and long-term impact of a programme in medical education for medical students." Medical education vol. 43,3 (2009): 260-7. doi: https://doi.org/10.1111/j.1365-2923.2008.03273.x
Andreatta PB, Hillard ML, Murphy MA, Gruppen LD, Mullan PB. Short-term outcomes and long-term impact of a programme in medical education for medical students. Med Educ. 2009 Mar;43(3):260-7. doi: 10.1111/j.1365-2923.2008.03273.x. PMID: 19250353.
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Med Educ. 2009 Mar;43(3):260-7. doi: 10.1111/j.1365-2923.2008.03273.x.

Short-term outcomes and long-term impact of a programme in medical education for medical students.

Medical education

Pamela B Andreatta, Miranda L Hillard, Margaret Ann Murphy, Larry D Gruppen, Patricia B Mullan

Affiliations

  1. Department of Medical Education, University of Michigan Medical School, Ann Arbor, Michigan, USA. [email protected]

PMID: 19250353 DOI: 10.1111/j.1365-2923.2008.03273.x

Abstract

OBJECTIVES: There is growing appreciation of the value of early preparation of future medical educators. Staff development programmes, conferences and workshops pertaining to the training of educators may be crucial to the pursuit of a school's larger educational mission to educate students, doctors and scholars and to provide comprehensive knowledge, research, patient care and service. This study examined the efficacy of a 1-week educational intervention aimed at preparing medical students to become effective doctor educators by building skills early in their careers. The study asked whether participation in a 5-day teacher training programme led to increased knowledge of instructional methods, more favourable attitudes towards teaching, and the integration of structured instructional design methods in a student-developed teaching project.

METHODS: A mixed methods research design was employed with quantitative data captured through pre- and post-test inventories, qualitative components captured through written comments, and a 2-year post-intervention survey. Quantitative analyses included pre-/post-intervention repeated measures with calculated effect sizes. Qualitative analysis was conducted using constant comparative methods.

RESULTS: Subjects demonstrated improved content knowledge and more positive attitudes towards motivation, teaching confidence, teacher roles, varied pedagogy, and use of assessment, instructional planning, and evaluation. Subjects were able to incorporate the programme's teaching theory and methods into their teaching projects and assessment of peers' and others' teaching in their own institutions 2 years post-training.

CONCLUSIONS: This study demonstrates that a well-designed programme for teacher preparation can be pedagogically effective for training medical students to become better educators and that this learning can be incorporated into long-term practice.

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