A teaching skills assessment tool inspired by the Calgary–Cambridge model and the patient-centered approach. Issue 4 (April 2016)

• Record Type: Journal Article
• Authors: Sommer, Johanna; Lanier, Cédric; Perron, Noelle Junod; Nendaz, Mathieu; Clavet, Diane; Audétat, Marie-Claude
• Is Part Of: Patient education and counseling. Volume 99:Issue 4(2016)
• Page Start: 600
• Page End: 609
• Publication Date: 2016-04
• Subjects: Medical Education -- Teaching skills -- Communication -- Calgary–Cambridge model -- Patient centered medicine -- Learner centered teaching -- Clinical supervision -- Outpatient clinic -- Peer-review; Patient education -- Periodicals; Health counseling -- Periodicals; Health education -- Periodicals; Counseling -- Periodicals; Patient Education -- Periodicals; Éducation des patients -- Périodiques; Counseling -- Périodiques; Éducation sanitaire -- Périodiques; 615.5071
• DOI: 10.1016/j.pec.2015.11.024
• Languages: English
• ISSNs: 0738-3991

Abstract

Highlights: This tool can be used for formative purposes (peer supervision and feedback). This tool is patient and learner centered and has high reliability. This tool provides clear suggestions on how to improve teaching skills. Abstract: Objective: The aim of this study was to develop a descriptive tool for peer review of clinical teaching skills. Two analogies framed our research : (1) between the patient-centered and the learner-centered approach; (2) between the structures of clinical encounters (Calgary–Cambridge communication model) and teaching sessions. Method: During the course of one year, each step of the action research was carried out in collaboration with twelve clinical teachers from an outpatient general internal medicine clinic and with three experts in medical education. The content validation consisted of a literature review, expert opinion and the participatory research process. Interrater reliability was evaluated by three clinical teachers coding thirty audiotaped standardized learner-teacher interactions. Results: This tool contains sixteen items covering the process and content of clinical supervisions. Descriptors define the expected teaching behaviors for three levels of competence. Interrater reliability was significant for eleven items (Kendall's coefficient p < 0.05). Conclusion: This peer assessment tool has high reliability and can be used to facilitate the acquisition of teaching skills.