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Improving educational environment in medical colleges through transactional analysis practice of teachers

Context: A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA)....

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Autores principales: Rajan, Marina, Chacko, Thomas
Formato: Online Artículo Texto
Lenguaje:English
Publicado: F1000Research 2012
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3751144/
https://www.ncbi.nlm.nih.gov/pubmed/24358808
http://dx.doi.org/10.12688/f1000research.1-24.v1
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author Rajan, Marina
Chacko, Thomas
author_facet Rajan, Marina
Chacko, Thomas
author_sort Rajan, Marina
collection PubMed
description Context: A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of ‘awareness’ about intrapersonal and interpersonal processes. Objectives: To improve self-awareness among medical educators. To bring about self-directed change in practices among medical educators. To assess usefulness of TA tools for the same. Methods: An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training. Findings: The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students. Discussion and Conclusions: These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes.
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spelling pubmed-37511442013-12-05 Improving educational environment in medical colleges through transactional analysis practice of teachers Rajan, Marina Chacko, Thomas F1000Res Research Article Context: A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of ‘awareness’ about intrapersonal and interpersonal processes. Objectives: To improve self-awareness among medical educators. To bring about self-directed change in practices among medical educators. To assess usefulness of TA tools for the same. Methods: An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training. Findings: The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students. Discussion and Conclusions: These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes. F1000Research 2012-10-09 /pmc/articles/PMC3751144/ /pubmed/24358808 http://dx.doi.org/10.12688/f1000research.1-24.v1 Text en Copyright: © 2012 Rajan M et al. http://creativecommons.org/licenses/by/3.0/ This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. http://creativecommons.org/publicdomain/zero/1.0/ Data associated with the article are available under the terms of the Creative Commons Zero "No rights reserved" data waiver (CC0 1.0 Public domain dedication).
spellingShingle Research Article
Rajan, Marina
Chacko, Thomas
Improving educational environment in medical colleges through transactional analysis practice of teachers
title Improving educational environment in medical colleges through transactional analysis practice of teachers
title_full Improving educational environment in medical colleges through transactional analysis practice of teachers
title_fullStr Improving educational environment in medical colleges through transactional analysis practice of teachers
title_full_unstemmed Improving educational environment in medical colleges through transactional analysis practice of teachers
title_short Improving educational environment in medical colleges through transactional analysis practice of teachers
title_sort improving educational environment in medical colleges through transactional analysis practice of teachers
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3751144/
https://www.ncbi.nlm.nih.gov/pubmed/24358808
http://dx.doi.org/10.12688/f1000research.1-24.v1
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