Abstract
Purpose: Research has shown continuing medical education improves doctor performance, new educational approaches improving educational outcomes and individual reflection can help identify learner needs positively improving clinical performance. This study addresses:
1. How do doctors on postgraduate anaesthesia specialist training programme engage across Postgraduate Medical Education teaching sessions?
2. What are the enablers and barriers to learner engagement?
3. Using the benefits of a balanced and informative mixed method approach to identify how Learner Engagement can be affected by clicker technology in this specific group.
Methods: A triangulation convergent mixed method approach using 1. Semi structured interviews were conducted with Non Consultant Hospital Doctors 2. A quantitative in class engagement measurement Tool was applied using observers with and without audience response systems. The IEM tool was used in 20 Postgraduate Medical Education sessions. A mixed methods approach was used to integrate findings. Quantitative and qualitative data were analysed separately and integrated. Equal weighting was given to both strands.
Results: 8 semi-structured interviews were undertaken and 20 sessions incorporating Didactic lectures, CaseBased Discussion and clicker technology. Most frequent IEM scores for the instructor behaviours were ‘1’[Talking to the class] in all three formats. Most frequent scores for the student behaviours were ‘3’[ Listening to the instructor or a talking student/looking at slides or board] in DL and CS (70.1% and 61.3% respectively), ‘4’[Talking to the instructor/reading something to entire class or writing something on the board] in CBD (49.2%). The 4Rs of learner engagement: readiness, reflection, recap and retain are core building blocks of LE before during and after a teaching session.
Discussion: Postgraduate medical learners engage through the 4 Rs of LE. The wellbeing of the learner cannot be underestimated and is a major influential factor in Learner Engagement. Clickers influence engagement through the enablement and enhancement of the 4Rs.
Recommended Citation
McCarthy, Ciana and Kelly, Maureen
(2018)
"Learner Engagement in Postgraduate Anaesthesia Speciality Training,"
Health Professions Education: Vol. 4:
Iss.
4, Article 6.
DOI: 10.1016/j.hpe.2018.03.010
Available at:
https://hpe.researchcommons.org/journal/vol4/iss4/6
