Faculty Development Tutor training and assessment Anne Baroffio, PhD M. Nendaz, MD, MHPE University...

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 importantand should be considered?

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

Tutor training: the Geneva model

Basic workshop preclinical/clinical

Observation of a tutorial

Observation of a tutorial

Feed-back Feed-back

Workshops specific to

teaching unit

Workshops specific to LCE

Level I

Level II

1. Orientation to the curriculum 2. Perceptions of tutor role3. Teaching formats

PBL process

4. Tutorial simulation and debriefing

pedagogical principles 5. Specific aspects

Basic sciences tutors (pre-clinical teaching units)

Clinician tutors (clinical environment units)

Tutor training: basic workshop (3 hours)

Tutor training: tutorial observation (2x2 hrs)

Each candidate tutor participates in the 2 tutorial sessions of a problem as observer

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)

Level II specific workshopPrinciples:

Address experienced tutors within their teaching context

Based on tutors’ and units’ needs

Illustrates typical difficult tutorial situations

Sharing of strategies

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)

Assessing tutors during tutorial

EVALUATION DU TUTEUR (MODULES 1 - 4) Groupe SMB n° : Nom de l'unité : 0 1 2 3 4 5 6 7 8 9 + 10 Année Nom du tuteur : 2006 - 2007

Pour répondre, veuillez noircir au crayon une seule case correspondant à votre évaluation case bien remplie : case mal remplie :

En cas d'absence, laissez les cases vides Indiquez les qualités que vous appréciez chez votre tuteur

A. EVALUATION GLOBALE:

Votre appréciation globale du tuteur est: 5 4 3 2 15: Excellente, 3: Suffisante, 1: Très insuffisante

Pour les prochaines questions, veuillez utiliser l'échelle suivante: 5: Tout à fait d'accord, 4: Plutôt d'accord, 3: Moyennement d'accord, 2: Plutôt pas d'accord, 1: Pas du tout d'accord

B. EN GENERAL, DURANT L'UNITE, MON TUTEUR: 5 4 3 2 1 Suggestions à votre tuteur pour ses prochains tutorats

1 Montre qu'il connaît bien les étapes de l'APP2 M'aide à identifier et à analyser les points fondamentaux des problèmes3 Me guide dans l'élaboration des objectifs d'apprentissage4 S'intéresse à mes activités d'apprentissage au cours de l'Unité5 Est à l'aise avec les sujets des problèmes6 Intervient de manière pertinente7 Amène le groupe à formuler sa propre solution au problème8 Génère de l'enthousiasme pour l'apprentissage Mon tuteur me/nous a donné du feedback sur les points suivants:

9 Est disponible pour répondre à mes questions10 M'aide à faire un bilan utile du problème11 Me donne régulièrement du feedback (i.e. observations, suggestions sur apprentissage, fonctionnement...)

12 Donne régulièrement du feedback au groupe (observations, suggestions sur apprentissage, fonctionnement)

C. EVALUATION DU GROUPE 5 4 3 2 11 En général, je trouve que dans mon groupe, on suit bien les étapes de l'APP2 Le climat est agréable J'aurais souhaité recevoir du feeedback sur les points suivants:

3 Chacun participe de manière active4 Le bilan du fonctionnement du groupe se fait régulièrement5 Je fonctionne bien dans ce groupe

D. DUREE DES TUTORIAUX/BILANS

Commentaires sur le groupe

1 Durée moyenne des tutoriaux de votre groupe

2 Durée moyenne des bilans de votre groupe

>3 2-3

<1

heu

res

>3 2-3

1-2

heu

res

<1

1-2

















>3 2-3

<1

heu

res

>3 2-3

1-2

heu

res

<1

1-2

Overall evaluation

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

















>3 2-3

<1

heu

res

>3 2-3

1-2

heu

res

<1

1-2

Specific evaluationScale:(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

















>3 2-3

<1

heu

res

>3 2-3

1-2

heu

res

<1

1-2

Group evaluation

• My group follows PBL steps

• Each-one is participating

• Group functioning is regularly evaluated

• ……

















>3 2-3

<1

heu

res

>3 2-3

1-2

heu

res

<1

1-2

Duration of tutorials

Mean duration of tutorial 1and 2: <1hr to >3hrs

















>3 2-3

<1

heu

res

>3 2-3

1-2

heu

res

<1

1-2

Open comments

What you like in your tutor

What you would like him to change

Comments on my group

My tutor provides feedback on the following points…..

I wish I had received feedback on the following points…..

TUTORING: some practical aspects and difficulties

The tutor!

??

« When should I intervene…? »

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

« 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?

Some tutor fears…

Nobody speaks (silence…) Don’t speak either…

Reformulate question

Suggest reflexion tracks Pathophysiology links Reactivate previous knowledge

…

« they don’t know anything… »

Reactivate previous knowledge

Create links

Reformulate questions Break down questions going to the problem

…

« 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

…

Ill-functioning behaviors

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

« Knows everything »:-Bring the group criticize his/her

theories

Speaks all the time:- interrupt him/her with tact

- limit speaking time

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? »

Sleeps all the time:

- ask him/her- bring him/her to give an opinion

The Great Lord:-Do not criticize openly

- « yes, but… »- « ok, but there is something else… »

Cunning:Tries to trick the

tutor- ask questions back- relay question to

the group

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

… and tutors like this job !!!

Relax and enjoy !!

Faculty Development Tutor training and assessment Anne Baroffio, PhD M. Nendaz, MD, MHPE University...

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