Video-triggered professional learning for general practice trainers: using the ‘cauldron of practice’ to explore teaching and learning

Many clinicians who take on a formal role of supervising or teaching trainees need to be taught how to teach and then continuously improve as educators. We describe the research-informed design of a novel professional development intervention that may be perceived by clinical educators as challenging, but being based on the key features of effective professional development is likely to lead to changes in their teaching practices. The video-club brings together a small group of clinical educators who have a shared interest in exploring their educator role and their teaching practices. It supports their learning through collective inquiry, using video-recordings of their authentic teaching practices as stimuli for discussion. A pilot has produced findings that are promising in terms of outcomes and impact. Participants responded to the educational design in the way that was envisioned and engaged with the requisite risk-taking and vulnerability that was necessary for their own learning and promoting learning for others.

众多承担临床督导或学员带教正式职责的临床医师，亟需掌握教学方法并持续精进教育者素养。本文阐述了一项基于研究框架设计的新型职业发展干预方案：尽管临床教育者或认为该方案颇具挑战性，但因其契合高效职业发展的核心特征，有望切实推动其教学实践的变革。该视频研讨俱乐部（video-club）汇聚了一批志同道合的临床教育者，他们均有意探索自身的教育者角色与教学实践。该俱乐部依托集体探究模式提供学习支持，以临床教育者真实教学场景的录像作为研讨的触发素材。先期试点研究已产出颇具前景的成果与影响相关发现。参与人员的反馈契合方案预设，积极投入到所需的勇于尝试与坦诚复盘的过程中——这一过程对其自身学习及助力他人学习均至关重要。