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Titre :
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A teaching skills assessment tool inspired by the Calgary–Cambridge model and the patient-centered approach (2016)
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Auteurs :
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SOMMER J.
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Type de document :
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Article : texte imprimé
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Dans :
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Patient Education and Counseling (Vol. 99 n° 4, Avril 2016)
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Article en page(s) :
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pp.600-609
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Note générale :
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biblio.
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Langues :
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Anglais
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Catégories :
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EDUCATION
COMPETENCE
APPRENTISSAGE
FORMATION
COMMUNICATION
PROFESSION DE SANTE
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Mots-clés :
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EDUCATION
;
COMPETENCE
;
APPRENTISSAGE
;
FORMATION
;
COMMUNICATION
;
PROFESSION DE SANTE
;
PATIENT
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Résumé :
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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
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Note de contenu :
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SCIENTIFIQUE
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