Family Medicine

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World Book of Family Medicine – European Edition 2015 Teaching and learning is facilitated by an adequate environment. Premises for group work should allow a distribution of seats so that all participants and the speaker can face each other. If a group sits in a circle without a table, communication is likely to be easier. Designing web based teaching requires certain skills and the support of a good technical team. In a teaching practice, the premises have to meet certain requirements such as a minimum number of consulting rooms and areas for meetings and presentations. Besides the normal clinical tools there should be equipment specifically dedicated for teaching, such as a fast internet access, data-show and screen, flip charts, and video cameras. Types of Learning Other important features that need attention are the types of learning required with relation to different aspects of education. Types of learning fall into three categories. The first one consists of the knowledge of specific facts, patterns, and concepts. The second category includes the skills that require practical abilities, manual skills measured in speed and / or precision, clinical reasoning and problem solving aptitudes. The third one contains the attitudes, realising feelings, values, and motivation (5). Learning also requires adaptation of the program to individual trainees as people have different individual learning styles. Some persons learn quickly by listening, some others need to complete listening by reading and memorising; others have to repeat and correct the skill until they know it. This requires the tutor to take into account the trainee's preferred learning style and to consider the trainee’s learning needs. Communication Good communication is essential for effective teaching and learning. Tutor and trainee should develop an adequate communication mode. This requires frequent interaction aimed at clarification, problem solving and course correction. Adult learning though, is a process that requires independent learning and the role of the tutor is more of a facilitator and organiser coaching the trainee through the learning process. Qualities such as openness, networking, and proactive communication are important ingredients in the process of personal and organisational change (7). Assessment Assessment is important because it drives learning, allows measures of individual and programmatic progress and assures the public that providers are competent. It is fundamental to outcomes or competency-based education (8). Assessment methods have to be adapted to the type of learning. Common methods of assessment such as multiple choice questions, simulation tests, and objective structured clinical examinations (OSCEs) target the lowest levels of the learning pyramid (7,8), while work based methods of assessment target the highest level of the pyramid and collect information about doctors’ performance in their normal practice and should be preferred in a more comprehensive teaching program. Conclusion Miller’s Pyramid of Competence. (8) Delivering a successful learning package for FM trainees requires a certain number of skills. Family Medicine teachers and tutors should be aware of this and undergo some of the available training programmes in order to master the 86
World Book of Family Medicine – European Edition 2015 basic features of adult education. This will be a key element in assuring the quality of future family physicians. Take Home Messages Learning is a process that you have to learn. Teaching is a skill that you have to learn and train. Original Abstract http://www.woncaeurope.org/content/11-w-teaching-science-learning-care-how-deliver-effective-learning-package-gp-trainees References 1. Heyrman J: EURACT Educational Agenda. Leuven: European Academy of Teachers in General Practice EURACT; 2005. 2. Guldal D, Windak A, Maagaard R, Allen J, Kjaer NK. Educational expectations of GP trainers. A EURACT needs analysis. Eur J Gen Pract. 2012 Dec;18(4):233-7. doi: 10.3109/13814788.2012.712958. Epub 2012 Aug 31. 3. Bulc M, Švab I, Radi S, Correia de Sousa J, Yaphe J. Faculty development for teachers of family medicine in Europe: reflections on 16 years' experience with the international Bled course'. Eur J Gen Pract 2009; 15: 69–73. 4. General Medical Council The Trainee Doctor. Foundation and specialty, including GP training. General Medical Council, London; 2011. 5. Northwest Center for Public Health Practice at the University of Washington School of Public Health. Effective Adult Learning. A Toolkit for Teaching Adults. University of Washington; 2014. 6. Tomasik T, Windak A, Domagala A, Dubas K, Sumskas L, Rosinski J. An evaluation of family physicians' educational needs and experiences in health promotion and disease prevention in Poland and Lithuania--a qualitative study. BMC Fam Pract. 2011 Mar 25;12:13. doi: 10.1186/1471-2296-12-13. 7. ABC of Learning and Teaching in Medicine. Peter Cantillon, Linda Hutchinson, Diana Wood Editors. London, BMJ Publishing Group, 2003. 8. Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990 Sep;65(9 Suppl):S63-7. 87
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