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Journal of Medical Education

Abstract

Background: Taiwan's postgraduate year (PGY) training program was implemented in 2003 as a requirement before students could participate in any residency or fellowship training. A nationwide standardized clinical teacher training program was subsequently introduced to strengthen clinical teachers' ability in the context of PGY training. After several years, this standardized clinical teacher training program has begun to encounter the issue of content diversity. Clinical teachers have backgrounds in different specialties and subspecialties, and the educational context has evolved. Peer observation of teaching (POT) is an effective strategy for promoting peer learning and active self-directed learning. This study aimed to incorporate POT into this standardized clinical teacher training program and to examine the effectiveness of addressing the challenges entailed by the participation of clinical teachers in diverse clinical fields. Methods: We designed a new curricular model for clinical teacher training in the context of PGY training based on serial POT activities and implemented this model after receiving approval from the institutional review board (IRB). We collected qualitative data by conducting individualized, in-depth interviews via telephone. Results: An analysis of the qualitative data revealed two themes: 1. The effect of POT included autonomous choices regarding what to learn to meet individualized needs, and the participants could thus obtain novel learning opportunities. 2. Grouped experiential sharing offered greater stimuli for teaching, thus leading to a more thorough understanding of the concept of teaching in a given subspecialty and reinforcing the motivation underlying changes in teaching behavior. Conclusions: POT represents an effective approach to the standardized program, particularly in light of the individual needs of diverse clinical teachers; furthermore, this approach promotes peer learning in clinical teacher training in the context of a PGY training program.

First Page

192

Last Page

208

DOI

10.6145/jme.202412_28(4).0002

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