Top 3 Characteristics for Effective Clinical Teaching

Today’s topic was sparked by a Department of Medical Education workshop I attended here at the University of Manitoba.  It was put on by Dr. Dieter Schönwetter and was entitled “Evidence-Based Teaching Behaviours that Impact Student Centred Learning”.   Dr. Schönwetter was sharing his findings in a study that set out to look at the strategies that students found to be effective in teaching.  Although the study focused on dentistry and dental hygiene, I can’t help but make the leap that the same would likely apply to fieldwork in occupational therapy.

The quick overview:

The quick snapshot of this workshop/study was this: the top 3 characteristics that students identified for effective teaching in clinical settings were:

1. Individual rapport
2. Organization
3. Enthusiasm

I think I am sharing these results because sometimes as educators we are most concerned about questions like, “will my caseload be interesting enough/calm enough/busy enough/diverse enough/ homogenous enough to provide a good learning experience?”  But really, what really counts for student learning is within us as individuals.

Individual rapport.  We know the value of rapport when working with our clients; the same goes with students.  Study participants consistently indicated that a personable, approachable person interested in the student’s learning was a major part of the effectiveness of an educator.  A safe learning environment can go a long way.

Organization.  The descriptors in this study included things like being clear with instructions and expectations, being well organized, being professional, and being straightforward and practical.

Enthusiasm.   Learners appreciate a teacher that is enthusiastic, encouraging, motivating, wants students to learn, and has a positive attitude.  

As I think about these areas, I can’t help but think that these characteristics not only help our students learn on placement, but they are also strategies that they will incorporate into their therapeutic approach with clients as they develop their skills.  After all, we are not just educators but role models too.  I commented earlier that these results from dentistry and dental hygiene could be generalized to OT students.  But in many ways we have teaching/learning relationships with our clients where these characteristics would apply.  I wonder if these characteristics sometimes become so embedded in our practice that we “forget” to give credit to their effectiveness.  

So, let’s be mindful of our understanding of the effectiveness of rapport, let’s appreciate our organization (FYI the study said nothing about having a clean desk), and let’s give an enthusiastic cheer.  Happy educating!

Lisa

Schönwetter, D. J., Lavigne, S., & Mazurat, R. (2006). Students’ perceptions of effective classroom and clinical teaching in dental and dental hygiene education.  Journal of Dental Education, 70(6), 624-635.