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Faculty Development

Faculty Development. Tutor training and assessment Anne Baroffio, PhD M. Nendaz, MD, MHPE University of Geneva – Faculty of Medicine. Question. Tutor training : what do you think is important and should be considered?. Tutor training: what’s important?. Awareness of the curriculum

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Faculty Development

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  1. Faculty Development Tutor training and assessment Anne Baroffio, PhD M. Nendaz, MD, MHPE University of Geneva – Faculty of Medicine

  2. Question Tutor training : what do you think is important and should be considered?

  3. Tutor training: what’s important? • Awareness of the curriculum • Knowledge of the teaching unit content • Understanding the PBL process and its cognitive bases • Experience a tutorial and the role of tutor

  4. Observation of a tutorial Observation of a tutorial Feed-back Feed-back Workshops specific to teaching unit Workshops specific to LCE Tutor training: the Geneva model Level I Basic workshop preclinical/clinical Level II

  5. Tutor training: basic workshop (3 hours) • Orientation to the curriculum • Perceptions of tutor role • Teaching formats  PBL process • Tutorial simulation and debriefing  pedagogical principles • Specific aspects Basic sciences tutors (pre-clinical teaching units) Clinician tutors (clinical environment units)

  6. Tutor training: tutorial observation (2x2 hrs) Each candidate tutor participates in the 2 tutorial sessions of a problem as observer

  7. Tutor training: feedback session (2 hrs) • Debriefing of the observation • Discussion about the role of the tutor • Strategies for difficult situations • Presentation of the evaluations (program, tutor, student)

  8. Level II specific workshop Principles: • Address experienced tutors within their teaching context • Based on tutors’ and units’ needs • Illustrates typical difficult tutorial situations • Sharing of strategies

  9. Tutors’ quality control • Tutors are evaluated by students • By each student of the group (8 to 10) • At the end of their teaching unit (2 to 4 weeks)

  10. Assessing tutors during tutorial

  11. Overall evaluation Your overall evaluation of this tutor is (5) outstanding (3) satisfactory (1) very unsatisfactory

  12. Specific evaluation Scale: (5) Completely agree; (4) Moderately agree (3) indifferent (2) Moderately disagree; (1) Completely disagree • Knows PBL steps • Helps me to identify important points of the problem • Guides me to learning objectives • Knows problem content • …. • Gives me a regular feedbak

  13. Group evaluation • My group follows PBL steps • Each-one is participating • Group functioning is regularly evaluated • ……

  14. Duration of tutorials Mean duration of tutorial 1and 2: <1hr to >3hrs

  15. Open comments What you like in your tutor What you would like him to change My tutor provides feedback on the following points….. I wish I had received feedback on the following points….. Comments on my group

  16. TUTORING: some practical aspects and difficulties

  17. The tutor! ??

  18. Tutorial 1(brainstorming) Discussion blocked, stuck Circular discussion Out-of-topic discussion Incoherence ( correctness) To make links … Tutorial 2(information sharing) Verify the coherence Verify knowledge Correctness Depth and broadness:see in the tutor guide! Ability to transfer knowledge to another problem « When should I intervene…? »

  19. « To intervene or not to intervene ? » … or how not to give immediate answers… • Make the students justify and commit • Why? What brought you up to this?… • I don’t understand… • Use the group • What do you think about your colleague’s opinion? • Is every one OK with this explanation? • Who has another explanation? • Make the students summarize • Who can summarize what we came up with until know?

  20. Some tutor fears…

  21. Nobody speaks (silence…) • Don’t speak either… • Reformulate question • Suggest reflexion tracks • Pathophysiology links • Reactivate previous knowledge • …

  22. « they don’t know anything… » • Reactivate previous knowledge • Create links • Reformulate questions • Break down questions going to the problem • …

  23. « we don’t have enough time » • Be prepared • Be directive in the tutorial process if needed • Keep in mind the learning objectives of the problem • Give feedback to the head of the unit if the problem is poorly elaborated • …

  24. Ill-functioning behaviors

  25. The Wise: - Precious help - Use him/her - Make him/her contribute • The Fighter: • stay calm • do not enter in symmetry • prevent him/her to direct the discussion

  26. « Knows everything »: • Bring the group criticize his/her theories Speaks all the time: - interrupt him/her with tact - limit speaking time

  27. Shy:- bring him/her self confidence - ask easy questions - draw attention to what he/she said • Always against the system: • Use his/her knowledge and experience • « What do you propose? »

  28. The Great Lord: • Do not criticize openly • « yes, but… » • « ok, but there is something else… » • Sleeps all the time: • ask him/her • bring him/her to give an opinion Cunning: Tries to trick the tutor - ask questions back - relay question to the group

  29. In sum… • To be a tutor is a skill • Those skills can be learned and trained • Importance of tutor training • Importance of tutor discussions and meetings

  30. … and tutors like this job !!! Relax and enjoy !!

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