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Med Teach. 2017 Jul;39(7):697-703. doi: 10.1080/0142159X.2017.1301655. Epub 2017 Mar 16.

Associations between teaching effectiveness and participant self-reflection in continuing medical education.

Author information

1
a Division of Hospital Internal Medicine , Mayo Clinic , Rochester , MN , USA.
2
b Division of General Internal Medicine , Mayo Clinic , Rochester , MN , USA.
3
c Division of General Internal Medicine , Harbor?University of California Los Angeles Medical Center , Torrance , CA , USA.
4
d Division of Biomedical Statistics and Informatics , Mayo Clinic , Rochester , MN , USA.

Abstract

Effective medical educators can engage learners through self-reflection. However, little is known about the relationships between teaching effectiveness and self-reflection in continuing medical education (CME). We aimed to determine associations between presenter teaching effectiveness and participant self-reflection in conference-based CME. This cross-sectional study evaluated presenters and participants at a national CME course. Participants provided CME teaching effectiveness (CMETE) ratings and self-reflection scores for each presentation. Overall CMETE and CME self-reflection scores (five-point Likert scale with one as strongly disagree and five as strongly agree) were averaged for each presentation. Correlations were measured among self-reflection, CMETE, and presentation characteristics. In total, 624 participants returned 430 evaluations (response, 68.9%) for the 38 presentations. Correlation between CMETE and self-reflection was medium (Pearson correlation, 0.3-0.5) or large (0.5-1.0) for most presentations (n = 33, 86.9%). Higher mean (SD) CME reflection scores were associated with clinical cases (3.66 [0.12] vs. 3.48 [0.14]; p = 0.003) and audience response (3.66 [0.12] vs. 3.51 [0.14]; p = 0.005). To our knowledge, this is the first study to show a relationship between teaching effectiveness and participant self-reflection in conference-based CME. Presenters should consider using clinical cases and audience response systems to increase teaching effectiveness and promote self-reflection among CME learners.

PMID:
28301975
DOI:
10.1080/0142159X.2017.1301655
[Indexed for MEDLINE]

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