How many outcomes?

I thought it would be a good idea to think about some aspects which may influence the outcomes for my proposed course to equip registrars as teachers of undergraduate medical students. I re-read some of the articles I had previously downloaded to help me in this regard, obviously taking our own context and resources into consideration. I thought of the following themes, in no specific order of importance.
Undergraduate teaching at SU: Registrars, especially those who been trained elsewhere, need to be introduced to the philosophy of learning and teaching locally. Three aspects immediately spring to mind: the expected outcome of undergraduate teaching as stated in the “Profile of the Stellenbosch Doctor”, the function of the student intern in the firm and the role of the registrar in teaching student interns.
Teaching opportunities for registrars: We should concentrate on the four activities which occur significantly more often than others. They are bedside teaching, teaching of skills, teaching in the setting of a case presentation and giving of “mini-lectures”. This could be presented as a theme with four sessions with explicit outcomes for each of the sessions.
Knowledge of Obstetrics as a subject: Our registrars come from more different universities than before. The approach to specific clinical problems may therefore differ, as was found in the registrars’ marks in the OSCE examination to which I referred before. It is important that we expose all our undergraduate students to the same basic information. To express this as a specific outcome is not that easy. However, the students spend a maximum of three weeks with each registrar. It would therefore be reasonable to identify six important topics. The registrars will have to be aware of the outcomes for these topics and be able to present “mini-lectures”, which will really mean facilitating student intern discussion of the previously announced topic.
The educational content : This is an aspect where I will appreciate advice. It will possibly be counter-productive to overload the module with theoretical aspects concerning learning. However, it is clear that not all students learn in the same way. I think exposure to some concepts will not only enhance registrars’ experience of teaching, but may assist in them better understanding themselves as learners. The following needs to be considered for inclusion: Adult learning, learning styles, approach to learning (surface, deep and strategic approaches) and perhaps an introduction to learning theories. I have already referred to educational approaches to the four main activities the registrars are involved in. This will also include outcomes related to teaching small groups.
There is much more which can be included. What about leadership? The registrar is clearly a leader in his / her own right. Other authors have included communication skills, time management and self-assessment. Perhaps the above-mentioned is sufficient for the time being – we have to leave some time for obstetrics as well. Or have I forgotten something important?

Wilhelm

PS If the objectives for the program were more than only teaching skills, such as helping learners to develop as educators, a second course could be planned for senior registrars later in their career, or perhaps even better, a blog for continuous participation could be created.