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Biomedical subjects

L Nasmith

Publications and source records attributed to L Nasmith.

12 recordsLinked to original sources
PubMed2001

The evaluation of a workshop to promote interactive lecturing.

BACKGROUND: The lecture is the most widely used method of teaching in medical education. Although effective lecturing has been described in the literature, many question whether problem-solving skills or attitudes can be transmitted using the traditional lecture. Introducing interactive techniques can promote learner participation and, as a result, can lead to a higher level of learning. This article assesses the effectiveness of interactive learning. DESCRIPTION: A 4-hr workshop has been offered for 4 consecutive years to faculty members in the Faculty of Medicine at McGill University to allow participants to explore interactive techniques and incorporate them into their lectures. For this study, an evaluation was conducted of the workshop given in Spring 1996. The experimental group consisted of the first 60 faculty members to register for the workshop, and the comparison group comprised the 40 individuals on the waiting list. Three instruments were used in the evaluation. An immediate postworkshop questionnaire was completed by the participants. Six months after the session, a 6-month postworkshop questionnaire was completed by the experimental and comparison groups that explored the use of interactive lecturing techniques since the workshop. In addition, 23 individuals from the experimental group and 14 from the comparison group were videotaped 6 months after the session and were scored on a videotape observational grid by an independent rater. EVALUATION: Overall, the workshop was deemed very useful by the majority of the participants. On the 6-month postworkshop questionnaire, the only difference found in the demographic data between the 2 groups was in the number of years of teaching experience. The experimental group had given more interactive lectures over the past 6 months and had used more audience responses, certain types of questions, audience surveys, live interviews, verbal and written cases, and study guides. From the videotape observational data, the experimental group scored higher in questioning and engaging the audience, and in using nonverbal gestures. As well, this group received higher ratings for their interactivity and for the students' responsiveness. CONCLUSIONS: Interactive lectures can increase student participation and involvement in the large class lecture. This 4-hr workshop, designed to promote the use of interactive lecturing techniques, can be considered successful based on self-reports from participants as well as from observational data.

Analysis of Variance↗
PubMed1997

Faculty development in Canadian medical schools: a 10-year update.

OBJECTIVE: To compare the current status of faculty development practices in Canadian medical schools with the status of such practices in 1986. DESIGN: Mail survey. SETTING: All 16 Canadian medical schools. PARTICIPANTS: Faculty development coordinators at the medical schools. OUTCOME MEASURES: Existence of faculty development committees, funding for faculty development activities, types of activities and recognition of faculty participation in such activities. RESULTS: Completed responses were received from all schools. They indicated a significant, positive evolution in faculty development since the previous survey, conducted in 1986. Most schools have established a faculty development committee and provide funds for such activities as workshops, sabbatical leaves and conference attendance. Although traditional development practices are prevalent, there is now widespread emphasis on computer technology, information retrieval, management skills and research. Experienced faculty and other experts are more widely used for consultation on teaching. Very little has been done to evaluate the impact of faculty development. CONCLUSION: Faculty development in Canadian medical schools has undergone a major, positive transition during the last 10 years.

Canada↗
PubMed1997

Minor surgical procedures. Faculty development workshop.

PROBLEM ADDRESSED: Minor surgical procedures are an important part of general practice. Family medicine faculty members must feel competent in performing common office procedures in order to teach them to residents. OBJECTIVE OF PROGRAM: To upgrade the skills of 25 family medicine faculty members in minor surgical procedures through a half-day workshop. MAIN COMPONENTS OF PROGRAM: The workshop covered seven procedures: removal of lumps and bumps, basic suturing, intrauterine contraceptive device insertion, endometrial biopsy, casting and splinting, injection of joints, and office microscopy. Small groups of faculty members spent 30 minutes at each station where brief didactic sessions were followed by hands-on practice. The workshop was evaluated using an evaluation form immediately after the workshop and questionnaires before and 6 months after. CONCLUSION: Teaching minor surgical procedures is an essential part of the curriculum in a family medicine residency program. A faculty development workshop in minor surgical procedures is one means of upgrading the skills of faculty members in order to ensure that they can teach adequately in this area.

Clinical Competence↗
PubMed1997

Faculty advisor program for family medicine residents.

PROBLEM BEING ADDRESSED: In response to the accreditation guidelines of the College of Family Physicians of Canada's (CFPC) Task Force on Intraining Evaluation, the Department of Family Medicine at McGill University implemented a faculty advisor program on July 1, 1993. OBJECTIVE OF PROGRAM: In addition to meeting the requirements of the CFPC, the faculty advisor program was developed to foster communication between residents and faculty, increase opportunities for feedback, promote self-directed learning, and personalize the educational experience of trainees. MAIN COMPONENTS OF PROGRAM: Residents were assigned an advisor. They were expected to meet their advisors monthly to discuss educational objectives, performance, career planning, and any problems. Educational plans were to be completed at each meeting. CONCLUSIONS: Feedback from advisors and residents has been positive, with both groups expressing overall satisfaction with the program. The faculty advisor program will continue but will be modified to address problems identified and better meet the needs of faculty and residents.

Family Practice↗
PubMed1997

Predicting who will choose a family medicine residency.

PURPOSE: To create and evaluate a screening instrument and a revised interview format for use in the selection of family medicine residents at the McGill University Faculty of Medicine. METHOD: The screening tool consisted of two sections an assessment of academic performance (the TASS) and an evaluation of applicants' generalist versus specialist orientation (the GSSS); each applicant's file was assessed by two raters. The revised interview included specific questions and scenarios related to family medicine. All three parts were tested on 143 applicants from outside the region of Quebec in 1994-95. The results on both parts of the screening tool and the interview were compared with the students' first choices of residency and then were compared with the performances of the 24 accepted into the program as reflected in their first six-month summative evaluation forms. Data were analyzed through several statistical methods. RESULTS: Only the GSSS accurately predicted the applicants' first choices (for agreement between both raters: sensitivity, 81%; specificity, 70%; accuracy, 78%). No significant association was found when comparing matching applicants' scores obtained during the selection process with their scores on the six-month evaluation forms. CONCLUSION: The GSSS may prove useful as a tool in the review of applicants' files. More studies are needed to reevaluate the use of the interview in the selection process and to help determine whether any selection instrument can accurately predict applicants' subsequent performances in a residency.

Career Choice↗
PubMed1995

Orientation for new teachers. Workshop on clinical teaching skills.

Since 1987, McGill University's Department of Family Medicine has invited new faculty to an orientation workshop. Workshop topics cover learning agreements and principles of adult learning, effective teaching methods, and feedback and evaluation. Workshop methods aim to promote active participation and experiential learning.

Clinical Competence↗
PubMed1993

Creativity in medical education: the use of innovative techniques in clinical teaching.

This paper describes the use of innovative teaching techniques in clinical teaching. Advantages proposed include increasing teacher and learner enthusiasm, improving participation and developing techniques that are most appropriate to learning goals. Examples of different innovative techniques are provided which are grouped into the categories of experiential learning, role-playing, competition and games, stimulus materials, brain-storming and sub-grouping. Finally, practical guidelines to develop and utilize innovations are suggested. The use of innovative techniques requires time, planning, a commitment to the teaching process and a belief that the resulting learning will be both more enjoyable and productive.

Competitive Behavior↗
PubMed1993

Programs for international medical graduates.

Medical graduates from other countries provide health care in many regions of Canada; yet differences in training standards can cause problems. A recent survey looked at the requirements of provincial licensing bodies and the preresidency programs of Canadian faculties of medicine. Quebec, Ontario, and Manitoba provide such programs, which differ in length, content, and evaluation process. McGill has recently launched a more focused program.

Canada↗