Abstract
Purpose
The Department of Anaesthesia undertook a qualitative study to a) reveal the characteristics of teachers who had been identified as “good,” and b) explore the levels of epistemological development (defined as conceptualization of knowledge) that are evidenced. Changes in medical education curncula have focused attention on the ways in which medical teaching staff conceptualize the learning/teaching interactions and their ability to alter or modify their teaching styles. Teachers are often assessed or informally recognized as “good teachers.” but there are few indicators to guide what is meant by the label in anaesthesia.
Methods
Teachers who had consistently received overall ratings of 4 + on a 5 point rating scale over a five year penod were selected to be interviewed. Data were analyzed a) noting key teaching charactenstics and patterns of teaching and b) within the framework of adult development theories.
Results
Good teachers in Anaesthesia all identified six charactenstics necessary for good teaching. They were characterised by their “inquiry” approach to teaching, their complexity of thought and their functioning at higher relativistic/Commitment levels of epistemological development.
Conclusion
Teaching in anaesthesia is depicted by the need to address multiple aspects of thinking and action Good teachers are aware of these aspects and include techniques that offer residents opportunities to develop their thinking skills to deal with medical complexities as well as guiding learners to increase their knowledge. The interviewed teachers’ revealed approaches to teaching and learning that indicated their own personal cognitive complexity and levels of development.
Résumé
Objectif
Le département d’anesthésie a entrepris cette étude qualitative dans le but a) de trouver les caractéristiques du professeur identifié comme «bon», et b) d’explorer les niveaux de développement épistémologique (défini comme la conceptualisation du savoir) qu’il met en relief. Les changements de cumculum en éducation médicale ont attiré l’attention sur les façons utilisées par le personnel enseignant pour conceptualiser les interactions entre l’apprentissage et l’enseignement et sur son aptitude à changer sa manière d’enseigner. En anesthésie, les enseignants sont souvent évalués ou qualifiés de façon non formelle comme «bons professeurs» sans qu’on ne sache trop pourquoi ce qualificatif est attribué.
Méthodes
Les enseignants qui avaient reçu une cote globale de 4 + sur une échelle de cinq points pendant une pénode de cinq ans ont été interrogés. Les données recueillies ont été analysées a) en prenant note des caractéristiques et du pattern de l’enseignement et b) du contexte des théories de développement de l’adutte.
Résultats
En anesthésie, tous les «bons» professeurs ont identifiés six caracténstiques jugées essentielles au bon enseignant. Ils reconnaissaient leur approche interactive à l’enseignement, la complexité de leur pensée et leur fonctionnement à des niveaux de relativisme/engagement plus élevés de développement épistémologique.
Conclusion
L’enseignement en anesthésie est décrit par le besoin d’aborder les multiples facettes du raisonnement et de l’action. Les bons professeurs les connaissent et utilisent des techniques qui offrent aux résidents l’opportunité de développer leur aptitudes intellectuelles pour affronter les complexités de la médecine; ils servent de guides dans la voie de l’acquisition de la connaissance. Les enseignants interviewés ont révélé des approches au savoir et à l’enseignement qui illustrent leur complexité cognitive et leur niveau de développement.
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Cleave-Hogg, D., Benedict, C. Characteristics of good anaesthesia teachers. Can J Anaesth 44, 587–591 (1997). https://doi.org/10.1007/BF03015440
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DOI: https://doi.org/10.1007/BF03015440