＂Keyword-First Letter Mnemonics＂ Augments New Clinical Teacher’s Proficiency for Continuously Promotion of ＂Professionalism/ System-Based Practice＂ Competencies

Authors

Ling-Yu Yang
Chia-Chang Huang
Ying-Ying Yang
Chiao-Lin Chuang
Wei-Shin Lee
Ching-Chih Chang
Chin-Chou Huang
Hui-Chun Huang
Fa-Yauh Lee
Shou-Yen Kao

Abstract

＂Mnemonics＂ helps memorize difficult concepts. To enhance new clinical teacher’s proficiency of ＂professionalism/system-based practice (SBP)＂ competencies, our institution implemented the keyword-first letter ＂I-HEAARD/TACTICS＂ mnemonics in faculty training. Purpose: Using the pre-post study design, we evaluate the effectiveness of mnemonics versus standard strategies in training ＂professionalism/SBP＂ competencies proficiency of new clinical teachers. Methods: Between 2015 January and 2016 July, 30 new clinical teachers received their ACGME clinical instructor training in our demonstration center. Randomly, they were draw lots to be divide into group with (A, n = 15) and without (B, n = 15) implementation of I– HEAARD/TACTICS mnemonic into ＂professionalism/SBP＂-focused trainings. After 3-hour preparation workshop, participants applying the learnt skills in workplaces and preparing practicing presentations , within 4-hour mini-symposium which held 2-week later. In addition to their pre-course (T1), post-course (T2) and 3-month follow-up (T3) self-assessment, participant’s ＂professionalism/SBP＂ proficiency were rated by senior clinical instructors and peers during their presentations. Results: After 7-hour workshop, our study revealed that self-assessed Knowledge (K), Attitude (A), Skills (S) and Performance (P) ＂professionalism/ SBP＂ scores and mastery levels [manager (M) plus educator (E)] were significantly higher in group A than those in group B. The post-course peer and instructor-assessed ＂P＂ scores and ＂M+E＂ levels were also higher in group A than those in group B. The beneficial effects of group A keyword-first letter mnemonic strategy had been extend until 3-month follow-up period. Conclusions: Our study suggested that keyword-first letter mnemonics strategy effectively build-up new clinical teacher’s ＂professionalism/SBP＂ proficiency and maintain their motivation for continuous promotion.

First Page

105

Last Page

115

DOI

10.6145/jme201611

Recommended Citation

Yang, Ling-Yu; Huang, Chia-Chang; Yang, Ying-Ying; Chuang, Chiao-Lin; Lee, Wei-Shin; Chang, Ching-Chih; Huang, Chin-Chou; Huang, Hui-Chun; Lee, Fa-Yauh; and Kao, Shou-Yen (2016) "＂Keyword-First Letter Mnemonics＂ Augments New Clinical Teacher’s Proficiency for Continuously Promotion of ＂Professionalism/ System-Based Practice＂ Competencies," Journal of Medical Education: Vol. 20: Iss. 2, Article 5.
DOI: [https://doi.org/]10.6145/jme201611
Available at: https://jme.researchcommons.org/journal/vol20/iss2/5