The views of academic and clinical teachers in Leicester Medical School on criteria to assess teaching competence in the small-group setting

The views of academic and clinical teachers in Leicester Medical School on the criteria contained in the Leicester package for the assessment of small-group teaching skills (L-PAST) were investigated. A total of 100 academic and 154 clinical staff responded, giving response rates of 51% and 38% resp...

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Bibliographic Details
Published in:Medical teacher 1999, Vol.21 (5), p.500-505
Main Authors: Preston-Whyte, M E, Clark, R, Petersen, S, Fraser, R C
Format: Article
Language:English
Subjects:
Assessment
Competence
England
Faculty Development
Leicester
Medical education
Medical schools
Small groups
Teachers
Teaching
Teaching Methods
Teaching Skills
Citations: Items that cite this one
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Summary:The views of academic and clinical teachers in Leicester Medical School on the criteria contained in the Leicester package for the assessment of small-group teaching skills (L-PAST) were investigated. A total of 100 academic and 154 clinical staff responded, giving response rates of 51% and 38% respectively of which a minority of teachers (32%) had received formal training in 'how to teach'. Some 97% of respondents approved of the need to identify explicit criteria prior to any assessment of teaching competence; 92% of respondents approved or strongly approved of the overall six categories of the L-PAST; 70% or more of respondents approved or strongly approved of 39 of the 42 component competences. There was no consensus for altering the L-PAST categories or component competences. Approval of the criteria contained in the L-PAST indicates that it could form the basis for using peer assessment of small-group teaching as a preliminary step in a faculty development programme.
ISSN:0142-159X
1466-187X
DOI:10.1080/01421599979194