nursing careers
Objective.
To assess a training seminar developed to prepare pharmacy instructors to facilitate online
Design.
online case-based discussions. A preseminar survey instrument was distributed to potential attendees
and a postseminar survey instrument was given to those who attended the seminar.A 2-part seminar was developed to train faculty members and teaching assistants to facilitate
Assessment.
instructors attended at least 1 session of the seminar and indicated that the didactic and/or application
portions were either ‘‘helpful’’ or ‘‘very helpful.’’ These faculty members and teaching assistants also
completed the postseminar survey instrument and conveyed a significant increase in level of comfort in
their ability to facilitate online case-based discussions (
barriers to online teaching remained consistent despite training or teaching experience.Twenty (91%) instructors completed the preseminar survey instrument. Eleven of thesep50.004). The 3 most frequently perceived
Conclusions.
comfort level in their ability to teach online increased. Further study of the impact of faculty
development programs on teaching effectiveness and student satisfaction with online pharmacy education
is warranted.After attending a training seminar and/or facilitating an online case discussion, participants’
Keywords:distance education, Internet, educational technology, faculty development
discussions.
Background:
We analysed the learning and professional development narratives of Hospital
Methods:
discussed in the context of Consultant Trainers' personal biographies, organisational culture and
medical education practices. We conducted life story interviews with 20 Hospital Consultants in
six NHS Trusts in Wales in 2005.Qualitative study. Learning and continuing professional development (CPD), were
Results:
have changed the nature of medical education. Loss of continuity of care, reduced clinical exposure
of medical trainees and loss of the popular apprenticeship model were seen as detrimental for the
quality of medical training and patient care. Consultant Trainers' perceptions of medical education
were embedded in a traditional medical education culture, which expected long hours' availability,
personal sacrifices and learning without formal educational support and supervision. Over-reliance
on apprenticeship in combination with lack of organisational support for Consultant Trainers' new
responsibilities, resulting from the introduction of MMC, and lack of interest in pursuing training in
teaching, supervision and assessment represent potentially significant barriers to progress.Consultant Trainers felt that new working patterns resulting from the EWTD and MMC
Conclusion:
MMC within the context of EWTD. Postgraduate Deaneries, NHS Trusts and the new body; NHS:
Medical Education England should deal with the deficiencies of MMC and challenges of ETWD and
aspire to excellence. Further research is needed to investigate the views and educational practices
of Consultant Medical Trainers and medical trainees.This study identifies issues with significant implications for the implementation of
Consultants training junior staff ('Consultant Trainers') in order to identify impediments to
successful postgraduate medical training in the UK, in the context of Modernising Medical Careers
(MMC) and the European Working Time Directive (EWTD).