Associations between teaching effectiveness and participant self-reflection in continuing medical education. (3rd July 2017)

• Record Type: Journal Article
• Authors: Ratelle, John T.; Bonnes, Sara L.; Wang, Amy T.; Mahapatra, Saswati; Schleck, Cathy D.; Mandrekar, Jayawant N.; Mauck, Karen F.; Beckman, Thomas J.; Wittich, Christopher M.
• Is Part Of: Medical teacher. Volume 39:Number 7(2017)
• Page Start: 697
• Page End: 703
• Publication Date: 2017-07-03
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.1080/0142159X.2017.1301655
• Languages: English
• ISSNs: 0142-159X

Abstract

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.