title: Associations between teaching effectiveness and participant self-reflection in continuing medical education.
abstract: Effective medical educators can engage learners through self-reflection. However, little is known about the relationships between teaching effectiveness and self-reflection in continuing medical education (CME). We aimed to determine associations between presenter teaching effectiveness and participant self-reflection in conference-based CME. This cross-sectional study evaluated presenters and participants at a national CME course. Participants provided CME teaching effectiveness (CMETE) ratings and self-reflection scores for each presentation. Overall CMETE and CME self-reflection scores (five-point Likert scale with one as strongly disagree and five as strongly agree) were averaged for each presentation. Correlations were measured among self-reflection, CMETE, and presentation characteristics. In total, 624 participants returned 430 evaluations (response, 68.9%) for the 38 presentations. Correlation between CMETE and self-reflection was medium (Pearson correlation, 0.3-0.5) or large (0.5-1.0) for most presentations (n = 33, 86.9%). Higher mean (SD) CME reflection scores were associated with clinical cases (3.66 [0.12] vs. 3.48 [0.14]; p = 0.003) and audience response (3.66 [0.12] vs. 3.51 [0.14]; p = 0.005). To our knowledge, this is the first study to show a relationship between teaching effectiveness and participant self-reflection in conference-based CME. Presenters should consider using clinical cases and audience response systems to increase teaching effectiveness and promote self-reflection among CME learners.
authors.affiliation: a Division of Hospital Internal Medicine , Mayo Clinic , Rochester , MN , USA.
authors.forename: John T
authors.initials: JT
authors.lastname: Ratelle
authors.affiliation: b Division of General Internal Medicine , Mayo Clinic , Rochester , MN , USA.
authors.forename: Sara L
authors.initials: SL
authors.lastname: Bonnes
authors.affiliation: c Division of General Internal Medicine , Harbor?University of California Los Angeles Medical Center , Torrance , CA , USA.
authors.forename: Amy T
authors.initials: AT
authors.lastname: Wang
authors.affiliation: b Division of General Internal Medicine , Mayo Clinic , Rochester , MN , USA.
authors.forename: Saswati
authors.initials: S
authors.lastname: Mahapatra
authors.affiliation: d Division of Biomedical Statistics and Informatics , Mayo Clinic , Rochester , MN , USA.
authors.forename: Cathy D
authors.initials: CD
authors.lastname: Schleck
authors.affiliation: d Division of Biomedical Statistics and Informatics , Mayo Clinic , Rochester , MN , USA.
authors.forename: Jayawant N
authors.initials: JN
authors.lastname: Mandrekar
authors.affiliation: b Division of General Internal Medicine , Mayo Clinic , Rochester , MN , USA.
authors.forename: Karen F
authors.initials: KF
authors.lastname: Mauck
authors.affiliation: b Division of General Internal Medicine , Mayo Clinic , Rochester , MN , USA.
authors.forename: Thomas J
authors.initials: TJ
authors.lastname: Beckman
authors.affiliation: b Division of General Internal Medicine , Mayo Clinic , Rochester , MN , USA.
authors.forename: Christopher M
authors.initials: CM
authors.lastname: Wittich
mesh_terms: D003430:Cross-Sectional Studies; D004502:Education, Medical, Continuing / Q000379:methods* / Q000592:standards; D006801:Humans; D010820:Physicians / Q000523:psychology*; D013663:Teaching / Q000592:standards