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Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development
BACKGROUND: Longitudinal faculty development (LFD) may allow for increased uptake of teaching skills, especially in a forum where teachers can reflect individually and collectively on the new skills. However, the exact processes by which such interventions are effective need further exploration. MET...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Canadian Medical Education Journal
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8263038/ https://www.ncbi.nlm.nih.gov/pubmed/34249193 http://dx.doi.org/10.36834/cmej.70224 |
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author | Farrell, Laura M Buydens, Sarah Bourgeois-Law, Gisele Regehr, Glenn |
author_facet | Farrell, Laura M Buydens, Sarah Bourgeois-Law, Gisele Regehr, Glenn |
author_sort | Farrell, Laura M |
collection | PubMed |
description | BACKGROUND: Longitudinal faculty development (LFD) may allow for increased uptake of teaching skills, especially in a forum where teachers can reflect individually and collectively on the new skills. However, the exact processes by which such interventions are effective need further exploration. METHODS: This qualitative study examined an LFD initiative teaching a novel feedback approach attended by five family practice physicians. The initiative began with two 1.5-hour workshops: Goal-Oriented Feedback (as the teaching skill to be developed) and Narrative Reflection (as the tool to support personal reflection on the skill being learned). Over the subsequent six-months, the five participants iteratively applied the feedback approach in their teaching and engaged in narrative reflection at four 1-hour group sessions. Transcripts from the group discussions and exit interviews were analyzed using thematic analysis. RESULTS: Iteratively trialing, individually reflecting on, and collectively exploring efforts to implement the new feedback approach resulted in the development of a learning community among the group. This sense of community created a safe space for reflection, while motivating ongoing efforts to learn the skill. Individual pre-reflection prepared individuals for group co-reflection; however, written narratives were not essential. CONCLUSION: LFD initiatives should include an emphasis on ensuring opportunities for iterative attempts of teaching skills, guided self-reflection, and collaborative group reflection and learning to ensure sustainable change to teaching practices. |
format | Online Article Text |
id | pubmed-8263038 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Canadian Medical Education Journal |
record_format | MEDLINE/PubMed |
spelling | pubmed-82630382021-07-09 Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development Farrell, Laura M Buydens, Sarah Bourgeois-Law, Gisele Regehr, Glenn Can Med Educ J Major Contribution BACKGROUND: Longitudinal faculty development (LFD) may allow for increased uptake of teaching skills, especially in a forum where teachers can reflect individually and collectively on the new skills. However, the exact processes by which such interventions are effective need further exploration. METHODS: This qualitative study examined an LFD initiative teaching a novel feedback approach attended by five family practice physicians. The initiative began with two 1.5-hour workshops: Goal-Oriented Feedback (as the teaching skill to be developed) and Narrative Reflection (as the tool to support personal reflection on the skill being learned). Over the subsequent six-months, the five participants iteratively applied the feedback approach in their teaching and engaged in narrative reflection at four 1-hour group sessions. Transcripts from the group discussions and exit interviews were analyzed using thematic analysis. RESULTS: Iteratively trialing, individually reflecting on, and collectively exploring efforts to implement the new feedback approach resulted in the development of a learning community among the group. This sense of community created a safe space for reflection, while motivating ongoing efforts to learn the skill. Individual pre-reflection prepared individuals for group co-reflection; however, written narratives were not essential. CONCLUSION: LFD initiatives should include an emphasis on ensuring opportunities for iterative attempts of teaching skills, guided self-reflection, and collaborative group reflection and learning to ensure sustainable change to teaching practices. Canadian Medical Education Journal 2021-06-30 /pmc/articles/PMC8263038/ /pubmed/34249193 http://dx.doi.org/10.36834/cmej.70224 Text en © 2021 Farrell, Buydens, Bourgeois-Law, Regehr; licensee Synergies Partners https://creativecommons.org/licenses/by-nc-nd/4.0/This is an Open Journal Systems article distributed under the terms of the Creative Commons Attribution License. (https://creativecommons.org/licenses/by-nc-nd/4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) ) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is cited. |
spellingShingle | Major Contribution Farrell, Laura M Buydens, Sarah Bourgeois-Law, Gisele Regehr, Glenn Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development |
title | Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development |
title_full | Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development |
title_fullStr | Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development |
title_full_unstemmed | Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development |
title_short | Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development |
title_sort | experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development |
topic | Major Contribution |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8263038/ https://www.ncbi.nlm.nih.gov/pubmed/34249193 http://dx.doi.org/10.36834/cmej.70224 |
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