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Teacher expertise from a veterinary pespective

Teacher expertise from a veterinary pespective. Stephan Ramaekers & Tobias Boerboom. This symposium. a. What is an expert teacher? b. How does teacher expertise develop? c. How can this development be measured?. Veterinary medicine. 1. Features of expert teaching?.

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Teacher expertise from a veterinary pespective

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  1. Teacher expertise from a veterinary pespective Stephan Ramaekers & Tobias Boerboom

  2. This symposium a. What is an expert teacher? b. How does teacher expertise develop? c. How can this development be measured?

  3. Veterinary medicine

  4. 1. Features of expert teaching? • Able to execute particular tasks (related to teaching) effectively: • Design or choose learning materials, assignments, etc. • conduct classes, handle a variety of didactical formats effectively, etc. • Evaluate and assess • Organize work, collaborate with colleagues, etc.

  5. 2. Features of expert teaching? • Successful in supporting students, in ways that have a substantial, positive influence on how students think, act and feel: • Knowledgeable about their subjects and current developments, able to clarify complex issues, recognize complexities • Support active learning: use authentic problems, facilitate trial/exploration, allow error, challenge ideas / rethink assumptions, provide feedback/-forward • Combine high expectations and strong trust in their students

  6. 3. Features of expert teaching? Ability to fulfill a variety of roles and adjust their role and interactive behavior to the learning process and student’ needs …

  7. Clinical • learning • environment

  8. Inexperience Student ambitions Patient safety Learning opportunities Owner expectations Ad hoc situations Administrative duties Time limits Research interests Clinical learning environment The clinical teacher’s effectiveness is often hindered by contextual constraints Main faculty roles: Clinical doctor Researcher Teacher Spencer 2003, Dolmans 2004, Prideaux 2000, Ramani 2008

  9. Assumption ‘Teacher expertise’ is closely related to concurrent fulfillment of all roles (in the context of workplace learning, while dealing with competing demands) Spencer 2003

  10. More focus on development Clin. Teachers • Providing clinical teachers with feedback is an important part of faculty development • Therefore you need an instrument that is: • Valid • Reliable • Structural applicable • Acceptable for it’s users in specific context CTEI SET-Q STANFORD THEORY(?) MCTQ Litzelman 1998, Copeland 2000, Snell 2000, Stalmeijer 2008, Lombarts 2009

  11. Maastricht Clinical Teaching Quest. Modelling: The teacher demonstrates, thinks aloud, acts as a role model Coaching: The teacher observes, provides feedback, motivates Scaffolding: The teacher supports, determines the level of competence, gradual reduces support Articulation: The teacher stimulates students to ask questions, asks questions, (about their own acting)

  12. Maastricht Clinical Teaching Quest. Reflection: The teacher stimulates students to reflect Exploration: The teacher stimulates students to set learning goals Learning climate: The teacher creates a safe learning climate

  13. MCTQ  research question • Questionnaire based on the Cognitive Apprenticeship Model • 6 + 1 domains: • Modelling • Coaching • Scaffolding • Articulation • Reflection • Exploration + • Learning Climate Valid in medical context! Valid in veterinary context? Collins 1991, Stalmeijer 2008

  14. Sources of validity evidence  studies I Content II Response process • MCTQ based on theory • Research with stakeholders • 7 pilot studies • 28 students III Internal structure IV Relations • Data collection • CFA • Generalizability study • Multi level • Overall satisfaction and other relevant variables V Consequences • The effect of the evaluation on the clinical teachers AERA 1999, Beckman 2004, 2005, Byrne 2001,Stalmeijer 2008

  15. Results • II Response process (pilot studies): • Useful and relevant instrument • Minor alterations to wording and instruction • Web-based questionnaire safest collection method • III Internal structure: • CFA: Five 3-item domainsGeneralizability • Climate (α = .96) 6-8 evaluations  overall score • Modelling (α = .86) 10-12 evaluations  domain score • Coaching (α = .87) • Articulation (α = .88) Multi level • Exploration (α = .90) Between-teacher differences  important • IV Relations: • Correlations with overall satisfaction score: 0.58 < r < 0.84

  16. Study - Consequences FEEDBACK REFLECTION IMPROVEMENT Ward 2004, Korthagen 2005, Smither 2005, Sargeant 2008

  17. Study - consequences PRE-MEASUREMENT (>6 per teacher) Feedback Facilitation CONTROL Self-assessment Feedback report Reflection meeting Reflection assignment POST-MEASUREMENT (>6 per teacher) FFS1 (N=14) FFS2 (N=12) Control (N=15) Regression analyses

  18. Study Consequences - Qualitative • A feedback facilitation strategy (FFS) helps clinical teachers to reflect on their student rating feedback. • Adding peer group reflection results in deeper, more critical reflection and more concrete plans for change. Feedback Facilitation Self-assessment Feedback report Reflection meeting Reflection assignment Quality of reflection

  19. Study Consequenses - Regression Compared to the control-group: FFS1 • Positive effects (p<0.05) on: • Overall satisfaction • Climate • Modelling • Coaching FFS2 • Additional positive effects (p<0.05) on: • Articulation • Exploration

  20. Research conclusions • The MCTQ is a valid and reliable instrument for the evaluation of veterinary clinical teachers. Between teacher differences have a significant effect on MCTQ scores. • Providing clinical teachers with MCTQ feedback, facilitated through self-assessment, a feedback report and a pre-structured reflection report leads to deeper reflection and the formulation of alternatives for teaching practice. Adding a peer group reflection to the feedback facilitation enhances this process. • MCTQ feedback in combination with a facilitation strategy has a positive effect on the teachers’ MCTQ scores as compared to teachers who did not receive students’ feedback.

  21. Conclusions • a. What is an expert (clinical) teacher? • Switch naturally between (competing) roles • Teaching through Cognitive Apprenticeship •  Explicitation Role • Able to reflect on feedback • b. How can this development be measured? • Using the MCTQ  Validated, theory based instrument • c.How does teacher expertise develop? • Through measurement, feedback, feedback facilitation and reflection

  22. Thank you for your attention

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