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Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician
INTRODUCTION: The authors developed and evaluated a faculty development program on clinical teaching skills to address barriers to participation and to impact teaching behaviors. METHODS: Four one-hour workshops were implemented over five months. Evaluation included participant satisfaction and pre/...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
SAGE Publications
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5757630/ https://www.ncbi.nlm.nih.gov/pubmed/29349327 http://dx.doi.org/10.4137/JMECD.S40798 |
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author | Damp, Julie B. Dewey, Charlene M. Wells, Quinn Horn, Leora Kroop, Susan F. Mendes, Lisa |
author_facet | Damp, Julie B. Dewey, Charlene M. Wells, Quinn Horn, Leora Kroop, Susan F. Mendes, Lisa |
author_sort | Damp, Julie B. |
collection | PubMed |
description | INTRODUCTION: The authors developed and evaluated a faculty development program on clinical teaching skills to address barriers to participation and to impact teaching behaviors. METHODS: Four one-hour workshops were implemented over five months. Evaluation included participant satisfaction and pre/post self-assessment. Pre/post faculty teaching ratings by trainees were compared. RESULTS: A total of 82% of faculty (N = 41) attended. Participants rated workshops highly (mean, 4.43/5.00). Self-assessment of skills and comfort with teaching activities improved. A total of 59% of residents and 40% of fellows felt that teaching received from participating faculty was highly effective. The majority observed targeted teaching behaviors by the faculty. Teaching ratings improved after the workshops (P = 0.042). CONCLUSION: Our series of short workshops during a standing conference time was associated with increased self-assessed skill and comfort and an increase in faculty ratings on teaching evaluations. Effective faculty development programs can be implemented in flexible formats and overcome common barriers to participation. |
format | Online Article Text |
id | pubmed-5757630 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | SAGE Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-57576302018-01-18 Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician Damp, Julie B. Dewey, Charlene M. Wells, Quinn Horn, Leora Kroop, Susan F. Mendes, Lisa J Med Educ Curric Dev Original Research INTRODUCTION: The authors developed and evaluated a faculty development program on clinical teaching skills to address barriers to participation and to impact teaching behaviors. METHODS: Four one-hour workshops were implemented over five months. Evaluation included participant satisfaction and pre/post self-assessment. Pre/post faculty teaching ratings by trainees were compared. RESULTS: A total of 82% of faculty (N = 41) attended. Participants rated workshops highly (mean, 4.43/5.00). Self-assessment of skills and comfort with teaching activities improved. A total of 59% of residents and 40% of fellows felt that teaching received from participating faculty was highly effective. The majority observed targeted teaching behaviors by the faculty. Teaching ratings improved after the workshops (P = 0.042). CONCLUSION: Our series of short workshops during a standing conference time was associated with increased self-assessed skill and comfort and an increase in faculty ratings on teaching evaluations. Effective faculty development programs can be implemented in flexible formats and overcome common barriers to participation. SAGE Publications 2016-01-04 /pmc/articles/PMC5757630/ /pubmed/29349327 http://dx.doi.org/10.4137/JMECD.S40798 Text en © 2016 SAGE Publications. http://creativecommons.org/licenses/by-nc/3.0/ This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 3.0 License (http://www.creativecommons.org/licenses/by-nc/3.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
spellingShingle | Original Research Damp, Julie B. Dewey, Charlene M. Wells, Quinn Horn, Leora Kroop, Susan F. Mendes, Lisa Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician |
title | Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician |
title_full | Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician |
title_fullStr | Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician |
title_full_unstemmed | Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician |
title_short | Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician |
title_sort | faculty development on clinical teaching skills: an effective model for the busy clinician |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5757630/ https://www.ncbi.nlm.nih.gov/pubmed/29349327 http://dx.doi.org/10.4137/JMECD.S40798 |
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