Author
Dr. Meera Anand (biography and disclosures)
Disclosures: The author has nothing to disclose.
Disclaimer: The author has nothing to disclaim.
What I did before:
As a community-based physician, I started my teaching role by taking medical students and residents in my clinic independently and in isolation. I would improve my teaching skills by attending Faculty Development sessions, learning through modules and through practice. However, one thing I didn’t realize until much later was that I rarely connected with my colleagues about teaching. We would be very comfortable speaking about clinical scenarios or teaching each other about cases, but the culture of sharing in medical education and learning did not exist. While interactive small group or large group faculty development sessions were the great usual choices, I rarely had opportunities where I would meet regularly with colleagues about teaching. I also did not know what I was missing.
What changed my teaching practice:
I was involved in the co-development of a faculty development program “A Day in the Life of a Preceptor” that focused on a longitudinal program for community preceptors structured around family physicians in their “natural habitat”. We worked with family physicians in community practices to gather their insights on what would interest them in a faculty development program. In capturing their insights, I realized that I wasn’t the only one feeling isolated as a teacher in my community practice; preceptors really also wanted to learn together, socialize, have some fun, and meet other preceptors in their regions. The importance of social networks is recognized as important for learning in faculty development (1) so these insights from preceptors, while perhaps not surprising, reinforce the importance of social connectedness in teaching. Social learning theory also further supports the learning process in this case as collective knowledge can be greater than learning independently (2). “Fun” and “enjoyment” in adult learning can be important elements in both concentration and absorption of learning while also building a socially connected learning environment (3). The course evaluations also demonstrated this– participants perceived that one of the most valuable parts of the program was the meeting and learning together. Some participants also continued to meet outside of the program after the program finished, which further emphasized the desire to continue the connection among preceptors with their teaching roles.
What I do now:
Recognizing the importance of social learning and connection with my colleagues in teaching, I now view teaching as a collaborative team process. This has led me to be able to debrief about the teaching challenges I encounter and learn new ways to approach them. I am also more candid with my colleagues about my own teaching struggles and aim to bring some humour and lightness when appropriate to our interactions as often they experience the same challenges. Being open has also led to connecting about some of the ways teaching is meaningful in our lives as sometimes with busy clinical days, we may forget what brought us into teaching in the first place! Finally, we aim to do faculty development sessions together by attending sessions as a team to further support our continuity of learning in a fun and collaborative environment.
How your experience is relevant to teachers in the Faculty of Medicine:
It is really important that community preceptors who often do not have ways to connect with other faculty have opportunities to be a part of a group of physicians they can connect with regularly about teaching. Connection may happen even asynchronously through the use of WhatsApp groups or other similar modalities (e.g., 4, 5) where there is the ability to develop easier opportunities to pose questions or share ideas. My experiences have further demonstrated the need for localized, regional peer support to increase comfort and longevity of teaching though the use of social opportunities and enjoyment with learning together. It is important to keep teaching fun and light, and having social events or opportunities where teachers come together can be very powerful.
References:
(1) Buckley H, Nimmon L. Learning in faculty development: The role of social networks. Acad Med. 2020;95(11S):S20-7. doi: 10.1097/ACM.0000000000003627.
(2) Vygotsky, LS. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; 1978.
(3) Lucardie, D. The impact of fun and enjoyment on adult’s learning. PROCD SOC BEHV. 2014;142:475-82. doi: 10.1016/j.sbspro.2014.07.696.
(4) McMaster University’s Program for Faculty Development. Practice Based Small Group-Education (PBSG-ED) . https://www.macpfd.ca/home/pbsg-ed.
(5) BC College of Family Physicians. Resiliency Education and Learning (REAL) Groups. https://bccfp.bc.ca/cpd/realgroups/.
Acknowledgements:
Dr. Heather Buckley – Co-developer of program, faculty development support and mentor.
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