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Just-in-time faculty development: a mobile application helps clinical teachers verify and describe clinical reasoning difficulties
BACKGROUND: Although clinical teachers can often identify struggling learners readily and reliably, they can be reluctant to act upon their impressions, resulting in failure to fail. In the absence of a clear process for identifying and remediating struggling learners, clinical teachers can be put o...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6492340/ https://www.ncbi.nlm.nih.gov/pubmed/31039779 http://dx.doi.org/10.1186/s12909-019-1558-2 |
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author | Boileau, Elisabeth Audétat, Marie-Claude St-Onge, Christina |
author_facet | Boileau, Elisabeth Audétat, Marie-Claude St-Onge, Christina |
author_sort | Boileau, Elisabeth |
collection | PubMed |
description | BACKGROUND: Although clinical teachers can often identify struggling learners readily and reliably, they can be reluctant to act upon their impressions, resulting in failure to fail. In the absence of a clear process for identifying and remediating struggling learners, clinical teachers can be put off by the prospect of navigating the politically and personally charged waters of remediation and potential failing of students. METHODS: To address this gap, we developed a problem-solving algorithm to support clinical teachers from the identification through the remediation of learners with clinical reasoning difficulties, which have significant implications for patient care. Based on this algorithm, a mobile application (Pdx) was developed and assessed in two emergency departments at a Canadian university, from 2015 to 2016, using interpretive description as our research design. Semi-structured interviews were conducted before and after a three-month trial with the application. Interviews were analysed both deductively, using pre-determined categories, and inductively, using emerging categories. RESULTS: Twelve clinical teachers were interviewed. Their experience with the application revealed their need to first validate their impressions of difficulties in learners and to find the right words to describe them before difficulties could be addressed. The application was unanimously considered helpful regarding both these aspects, while the mobile format appeared instrumental in allowing clinical teachers to quickly access targeted information during clinical supervision. CONCLUSIONS: The value placed on verifying impressions and finding the right words to pinpoint difficulties should be further explored in endeavours that aim to address the failure to fail phenomenon. Moreover, just-in-time mobile solutions, which mirror habitual clinical practices, may be used profitably for knowledge transfer in medical education, as an alternative form of faculty development. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s12909-019-1558-2) contains supplementary material, which is available to authorized users. |
format | Online Article Text |
id | pubmed-6492340 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-64923402019-05-06 Just-in-time faculty development: a mobile application helps clinical teachers verify and describe clinical reasoning difficulties Boileau, Elisabeth Audétat, Marie-Claude St-Onge, Christina BMC Med Educ Research Article BACKGROUND: Although clinical teachers can often identify struggling learners readily and reliably, they can be reluctant to act upon their impressions, resulting in failure to fail. In the absence of a clear process for identifying and remediating struggling learners, clinical teachers can be put off by the prospect of navigating the politically and personally charged waters of remediation and potential failing of students. METHODS: To address this gap, we developed a problem-solving algorithm to support clinical teachers from the identification through the remediation of learners with clinical reasoning difficulties, which have significant implications for patient care. Based on this algorithm, a mobile application (Pdx) was developed and assessed in two emergency departments at a Canadian university, from 2015 to 2016, using interpretive description as our research design. Semi-structured interviews were conducted before and after a three-month trial with the application. Interviews were analysed both deductively, using pre-determined categories, and inductively, using emerging categories. RESULTS: Twelve clinical teachers were interviewed. Their experience with the application revealed their need to first validate their impressions of difficulties in learners and to find the right words to describe them before difficulties could be addressed. The application was unanimously considered helpful regarding both these aspects, while the mobile format appeared instrumental in allowing clinical teachers to quickly access targeted information during clinical supervision. CONCLUSIONS: The value placed on verifying impressions and finding the right words to pinpoint difficulties should be further explored in endeavours that aim to address the failure to fail phenomenon. Moreover, just-in-time mobile solutions, which mirror habitual clinical practices, may be used profitably for knowledge transfer in medical education, as an alternative form of faculty development. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s12909-019-1558-2) contains supplementary material, which is available to authorized users. BioMed Central 2019-04-30 /pmc/articles/PMC6492340/ /pubmed/31039779 http://dx.doi.org/10.1186/s12909-019-1558-2 Text en © The Author(s). 2019 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Boileau, Elisabeth Audétat, Marie-Claude St-Onge, Christina Just-in-time faculty development: a mobile application helps clinical teachers verify and describe clinical reasoning difficulties |
title | Just-in-time faculty development: a mobile application helps clinical teachers verify and describe clinical reasoning difficulties |
title_full | Just-in-time faculty development: a mobile application helps clinical teachers verify and describe clinical reasoning difficulties |
title_fullStr | Just-in-time faculty development: a mobile application helps clinical teachers verify and describe clinical reasoning difficulties |
title_full_unstemmed | Just-in-time faculty development: a mobile application helps clinical teachers verify and describe clinical reasoning difficulties |
title_short | Just-in-time faculty development: a mobile application helps clinical teachers verify and describe clinical reasoning difficulties |
title_sort | just-in-time faculty development: a mobile application helps clinical teachers verify and describe clinical reasoning difficulties |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6492340/ https://www.ncbi.nlm.nih.gov/pubmed/31039779 http://dx.doi.org/10.1186/s12909-019-1558-2 |
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