Introduction
Methods
1. Interview
2. Data analysis
Results
1. From ignorance to awareness
“I was given a teaching time slot, and I just satisfy that requirement… I didn’t really appreciate to understand the bigger picture of the whole situation.”
“When the students come around (for) my tuition, what you are doing is you are teaching your specialty.”
“So in the past, I didn’t pay much attention (to) which year of students are coming… The only objective is to provide teaching to that particular slot, now I am more aware. I make sure whatever I do cater (to) their needs.”
“In the past, when (a) student approach(ed) me, we randomly select a case that we have, or sometimes we just do a discussion over the case, and then I score them and return the sheet to them. Having attended the workshop, I made additional effort to try identifying (an) appropriate case, and then, make an effort to actually observe for mini clinical evaluation exercise (CEX) and verbal feedback to them.”
2. From intuition to confirmation and expansion
“I was looking for idea (on) how to interact with student … I would like to have more interaction with the students and the reason that I couldn’t have a good teaching (was) maybe I am not very effective in interaction.”
“We don’t really have a structured methodology as to how we teach, a lot of time, it is based on our anecdotal experience- what we learnt from our previous teachers, we try to apply and modify accordingly.”
“Since last year that (workshop) I attended, I believe I am in the right direction.”
“I am always aware of entrustable professional activities (EPAs)… but right now, I’m always mindful to make sure what I am teaching is in accordance with EPA.”
“After a few workshops I have attended, I think I developed my method that is question-based learning. In question-based learning I tried to solve everything in the tutorial with questions. I start from a specific question and widen the spectrum of things.”
“We try doing one mini-CEX just before we do the ‘Simulated Pathological Eye Case Scenarios’ and we realised the response from the students were overwhelming good… We are trying and hopefully this will replace the formal lecture.”
“I think what’s so good about him is that he used a lot of materials to teach different concepts, such as plastic bag about these models… he helps us to visualise something which is very difficult to think.”
“I felt like the best thing about his class is very engaging.”
Student A: I think Dr A is very attentive to class. Not like other tutors, he would look at each of us and ask us “do you have a question?
Student B: Yes, he noticed about our body language.
Student C: It’s effort. I mean, to know a lot of things is one thing. To put the effort, like to structure, organise everything, that requires a lot of effort.
Student B: Yeah, he is actually willing to extend the part of teaching for us.
Student A: If you don’t know how to answer, he doesn’t embarrass you or anything. He motivates you to learn, we cannot disappoint him. (Excerpt from one of the FGD on tutor A)
Student X: I think DR Y managed to strive for a good balance between preparing us in the skills we need to be a good doctor as well as the skills we need for exams… Another thing that is very good about him is that he is genuinely interested in teaching the students… He is also receptive to feedback.
Student Y: Some students feel neglected in other hospitals because they didn’t really spend time for students. But despite of having all these activities, he still can arrange certain focused session with students.
Students Z: I think he is also very encouraging and friendly tutor… we made mistakes, he continued to prompt us to improve and he was truly willing to teach us so that we can improve. Think that was one of the key things about him compared to some doctors. (Excerpt from one of the FGD on tutor Y)
3. From individualism to community of practice
“In the United Kingdom, I was involved in (a) few modules around medical education, so I have done a few assignments based on that as well… Workplace-based assessment interests me, maybe because I used that in the United Kingdom and here, but the way (they are) used is different… Here is more of a summative assessment rather than a formative assessment.”
“I try to understand the cognitive side, not just transform of medical knowledge, it’s more of their understanding of a particular concept, so that students could engage more.”
“There’ll always be challenges… for example giving feedback to the students in different settings, different learners…”
“… It’s like a symbiosis, it’s sort of a peer group… rather than seeking my own specific challenge, it’s more knowing what is existing around… to see whether (it) can be applied to my own teaching.”
“So when I come to the workshop, I wanted to find out in terms of other disciplines facing the same challenge and how they have been managing specific challenge in their own discipline, it is kind (of) like a peer network, peer support group… mutually sharing of knowledge.”