A critical reflection by participants on microteaching as a learning experience for newly appointed health professions educators
Background. A microteaching experience was introduced into an orientation programme for newly appointed health professions educators.
Objective. To ascertain whether the participants experienced improved confidence in their lecturing ability after the microteaching experience.
Methods. The activity was evaluated by other participants and experts in education by means of a rubric. It was also video-taped to allow for future self-evaluation. Participants’ reflections were documented by means of a qualitative questionnaire, with specific criteria designed by the Division Health Sciences Education, University of the Free State, Bloemfontein, South Africa.
Results. Newly appointed educators reflected that the prospect of participating in the microteaching activity initially made them feel apprehensive in terms of ‘being evaluated’. Once they had completed the activity, they reported that it had been very useful to obtain feedback from peers and expert educators. Collegial relationships in this cohort were strengthened by learning from peers.
Conclusions. Health professions educators found that being evaluated in microteaching was valuable, as they subsequently felt more confident as lecturers and also more competent to implement newly acquired teaching skills.
C A Kridiotis, Division Health Sciences Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
C van Wyk, Division Health Sciences Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
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Date published: 2019-06-28
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