The Role of Interactive Training Skills Courses in Medical Education at the Ankara University School of Medicine

Abstract

BACKGROUND: The Department of Medical Education at Ankara University School of Medicine offered a teaching program for their physician educators. One hundred and fifty professors from different disciplines attended this 5-day training course. DESCRIPTION: Two certified master trainers designed the program, which consisted of the following topics: adult learning principles, creating a positive training climate, interactive training techniques, clinical demonstration, coaching principles, effective use of audiovisual materials, developing and using knowledge and competency-based assessment instruments, and organizing training sessions. Master trainers managed all the courses and guided the other trainers according to the principles of group dynamics. Of the overall participants, 30% attended voluntarily (n = 45) and 70% attended compulsorily (n = 105). EVALUATION: In general, 97.5% to 100% assessed the course as either good or very good, with no difference in assessment between the two groups (p > .05; one-way analysis of variance). Course topics and time arrangements for each training session were rated optimal by 82% of participants, and all of them recommended that "all faculty should attend this course." CONCLUSION: The positive effects of these courses have led the School of Medicine's academic council to agree by consensus to accept the training skills course certificate as a criterion for eligibility to become a trainer at the School of Medicine. They also decided to institute educational reform, including changing the curriculum and using new educational methodology such as interactive techniques and problem-based learning.