Enhancing Skills for Active Learning and Effective Teaching in Clinical Education
The main objective for my advancement as a health professions educator centres on improving my skills to support active learning in clinical education environments. The healthcare education proves that problem-based learning (PBL) and simulation-based education enhance three key areas: critical thinking, knowledge retention and practical application (Ramani et al., 2020). The implementation of these teaching techniques requires teachers to combine their subject matter knowledge with competence in instruction. The teaching style that delivers content effectively lacks sufficient student engagement in meaningful learning. My professional objective targets the improvement of my abilities to create active learning approaches that build critical thinking capabilities and practical clinical decision skills in students.
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This personal development objective matches the teaching and facilitation domain of the CanMEDS framework for medical educators (Mahajan et al., 2022). The framework needs educators to function as facilitators who establish learner-focused environments while promoting inquiry activities together with knowledge-scaffolded assistance. The goal matches competencies under Learner Engagement and Instructional Strategies within Kern’s Six-Step Approach to Curriculum Development (Hays et al., 2020). My focus on improving active learning facilitation will increase student engagement while guaranteeing the development of clinical practice-needed problem-solving abilities. The professional development plan here matches the approach identified by Moseley et al., (2021), which emphasises continuous knowledge application and acquisition within changing professional domains.
The achievement of my goal will be supported through self-regulated learning (SRL) that incorporates planning and monitoring and learning process adaptation strategies. As my first step I have defined particular learning objectives to master at least three active learning methods and use them in my teaching sessions by the time period of six months. My achievement of these objectives will come from studying active learning literature, participating in professional development programs and finding mentorship from qualified educators.
The progress of my training will be tracked through a teaching journal, which will serve as a record of my experiences together with difficulties and discoveries I acquire from each teaching event. Student and peer feedback represents an integral part of my assessment strategy to determine the effectiveness of the implemented strategies. Self-assessment holds importance in SRL, according to Jawwad et al., (2025), because it helps students identify what needs improvement.
The development of my health professions educator practice will focus on creating well-aligned competency-based medical education (CBME) assessment strategies. The assessment methods I currently use are based on final testing, which fails to properly evaluate both clinical thought processes and professional work ethics. A superior assessment method should combine formative assessments that allow students to deepen their learning while developing self-reflection and continuous improvement (Caron and Lee, 2024).
According to Miller’s Pyramid of Clinical Competence (Miller, 1990) healthcare assessments need to evaluate practical real-world performance as well as theoretical knowledge. Professional development assessments, including workplace-based assessments (WBAs), Objective Structured Clinical Examinations (OSCEs) alongside structured feedback, help improve competency development (Naidu and Ramani, 2024). My expertise development in assessment practices will enhance the evaluation and student learning support quality in clinical settings.
A faculty development workshop on assessment in medical education will serve as my goal-oriented learning method to bridge this expertise gap. A structured program will deliver concrete methods for assessment development. I will make use of both opportunistic and goal-oriented learning approaches so I can observe expert educators conduct effective formative assessments and learn from their practical implementations.
To support my learning, I will use:
The provided resources will validate my strategy with evidence-based practices and industry best standards.
| Specific | Measurable | Attainable | Relevant | Time-bound |
| Gain knowledge on competency-based assessments | Complete a faculty development workshop and summarise key takeaways | The workshop is available and fits within my schedule | Aligns with my role as an educator and institutional goals | Within 2 months |
| Observe experienced educators using formative assessments | Document insights from at least three observations and mentor discussions | Senior faculty are willing to share their expertise | Helps integrate best practices into my teaching | Within 3 months |
| Implement two formative assessments (Mini-CEX and structured feedback) in my teaching | Evaluate effectiveness using student feedback and peer review | Fits within my existing teaching sessions | Improves student learning and assessment strategies | Within 4-6 months |
| Refine and adapt assessment strategies based on feedback | Collect qualitative and quantitative data on assessment effectiveness | Feasible through surveys and reflective practice | Ensures continuous improvement in assessment methods | Ongoing |
Table 1: SMART Plan
(Source: Self-developed)
The innovation potential at my institution could substantially improve through an updated program offering mentors who provide coaching to teachers. Among the professional development workshops educators participate in, my institution struggles to provide consistent structured mentorship, which helps teachers transform innovative methods into practical classroom practice. An effective mentoring relationship teaches people to reflect on themselves and set goals while solving problems in order to support adaptive learning and innovation (Kalet et al., 2018).
Educational leadership, together with reflective practice and knowledge translation, grows through mentorship programs according to Higgins et al. (2010). The organisation of mentorship structures gives educators the chance to try innovative teaching methods while getting prompt performance assessment to enhance their methods. Educational mentorship enables instructors to adopt new teaching approaches without reservations so they can contribute to innovative educational practices.
The selection of mentorship occurred because it directly shapes educator development and innovation efforts. My educational facility maintains isolated work areas that restrict the chance for educators to collaborate and exchange valuable learning experiences. With a strong mentorship culture, educators could establish a community of practice to exchange ideas, which will enhance teaching practices (Van Lankveld et al., 2021).
The mentorship approach promotes adaptive expertise through the development of curiosity alongside motivation and mindset and resilience (Sternszus et al., 2023). Educators with these capacities would have the knowledge and capability to test innovative teaching practices as well as handle new challenges that arise through continuous pedagogical development.
The mentorship program in adaptive learning needs structured guidelines yet adjustable elements to aid educators during their challenges when designing educational strategies. A professional development system grows stronger through the combination of self-evaluation with peer collaboration and external goal measurement. Experienced mentors showing adaptive expertise should receive assignment to educators to generate positive outcomes of professional growth and innovative educational environments across the organisation.
| Specific | Measurable | Attainable | Relevant | Time-bound |
| Establish a structured mentorship program for educators | At least 80% of faculty participate in mentorship within the first year | Faculty members are willing to engage in mentorship | Aligns with institutional goals of enhancing teaching quality and innovation | Within 12 months |
| Provide training for mentors on coaching and adaptive learning | Conduct two workshops and gather feedback from participants | Workshops can be facilitated by experienced educators | Supports the development of adaptive expertise among faculty | Within 6 months |
| Implement peer mentorship sessions focused on innovative teaching methods | Conduct quarterly peer mentorship meetings and track engagement | Peer learning is a feasible, cost-effective approach | Enhances collaboration and innovation in teaching | Ongoing, with first session in 3 months |
| Evaluate the impact of mentorship on teaching innovation | Collect qualitative and quantitative feedback from educators and students | Surveys and feedback mechanisms are already in place | Ensures continuous improvement in mentorship effectiveness | Annual review |
Table 2: Action Plan
(Source: Self-developed)
Richard experiences problems obtaining obstetricians who will mentor midwife students in clinical settings. Several systemic factors, such as limited time availability combined with educator teaching confidence skills and competition and lack of motivators, make medical staff reluctant to participate (Ramani et al., 2021). According to Ramani et al., (2024), a systems thinking approach needs to examine the comprehensive way clinical staff interacts with workflow operations and health system policies and procedures. Interventions must be created to combine stakeholders' concerns with program educational goals.
One key reason for the resistance stems from poor recognition and the absence of incentives for teaching among obstetricians. Medical facilities usually reward physicians for clinical service execution above educational commitments (Fong and Jones, 2024). The educational intentions of the institution face challenges because they fail to match actual clinic operations. Student attendance in the clinical setting sometimes meets resistance from staff who feel it disrupts their operations and causes work to pile up.
A joint solution must be developed to incorporate medical students in the clinic alongside the necessary resolution of stakeholder assumptions. A solution for integrating students would involve assigning midwife students to work alongside obstetrics trainees so they could benefit from joint training activities without interrupting patient services. In addition, students can perform duties such as patient intake and charting and basic educational responsibilities to make a positive contribution to clinic operations while avoiding disruptions. Displaying student abilities to enhance clinical operations helps lower the resistance expressed by obstetricians and staff members (Oandasan and Reeves, 2005).
A vital intervention requires specialist training for clinical educators to provide competent teaching methods and efficient instructional techniques to obstetricians. Time-bound educational sessions about bedside instruction combined with time organisation and interprofessional teamwork enable clinical educators to boost their participation and improve their capacity (Naidu and Ramani, 2024). When physicians receive teaching awards alongside CME credits or financial incentives, teaching becomes more attractive to them.
Continuous evaluation is essential; the feedback collection process should include obstetricians alongside their trainees along with midwife students and clinic staff to make interventions useful and sustainable. Tracking metrics related to learning outcomes of students along with clinic performance and faculty performance satisfaction enables improvement detection. Through the implementation of a systems-based approach, Richard will generate structured educational areas that foster collaboration between students and educators and reward all stakeholders participating in healthcare.
I wish to establish myself as a health professions education professional dedicated to creating and implementing learned teaching methods along with sound evidence-based principles. Through their role in medical education, educators fulfil both teaching responsibilities and perform work in curriculum creation and research activities (Ramani et al., 2021). The development of healthcare professionals depends on this position, which provides evidence-based education in structured settings.
My professional transition will concentrate on mastery of pedagogical skills along with scholarship activities and creative teaching method development. The primary obstacle the institution faces concerns its insufficient training program for clinical educators. Healthcare education requires organised faculty development activities that train clinical educators through reflective practice, active learning and interprofessional working (Caron and Lee, 2024).
The development process includes collaboration with peers and mentorship to allow me to obtain training from veteran educators for teaching skill refinement. I will take part in studies focused on educational research to determine which instructional methods deliver the best results for student performance. The teaching methods based on empirical research serve as fundamental measures to advance adaptive expertise in health education (Mahajan et al., 2022).
| Specific | Enrol in a formal medical education course to enhance pedagogical skills. |
| Measurable | Complete a recognised certificate or diploma program in health professions education. |
| Achievable | Dedicate time for coursework while integrating learning into my teaching practice. |
| Relevant | Enhancing teaching skills aligns with my goal of becoming an educator. |
| Time-bound | Successfully complete the course within one year. |
Table 3: SMART Action Plan
7 Years | MSc
(Source: Self-developed)
The measure of my success will be seen through my application of learnt instructional strategies in clinical teaching alongside the publication of an educational study before two years end.
The development of merged and intersecting identities between educational work and clinical practice should be preferred. When health professionals unite these different identities, they create a smooth integration of teaching activities, which leads to improved student and patient care outcomes (Van Lankveld et al., 2021). Educators who see their teaching work as an expansion of clinical responsibilities demonstrate better professional development performance while adding significant value to medical education programs.
For me as a healthcare professional, I fulfil both clinical and educational roles yet instructor duties seem less prominent. Academic research and patient care receive greater emphasis than education at institutions, which creates challenges for clinician-educators in their identity development (Fong and Jones, 2024).
My development as an educator will happen through faculty training programs and my collaboration with education professionals and through becoming an institution-wide advocate of teaching. My goal is to establish educational duties into clinical work while boosting educational quality and patient treatment results.
References
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