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/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.

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National Faculty Development Program Shows Promise in Helping Clinicians Develop Clinical Teaching Skills

Academic Pediatrics ◽

10.1016/j.acap.2016.05.097 ◽

2016 ◽

Vol 16 (6) ◽

pp. e39-e40

Author(s):

Rebecca Blankenburg ◽

Michele Long ◽

Nicole Paradise Black ◽

Marta King ◽

Jennifer Maniscalco ◽

...

Keyword(s):

Faculty Development ◽

Clinical Teaching ◽

Development Program ◽

Teaching Skills ◽

Faculty Development Program

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Outcomes of a national faculty development program in teaching skills

Journal of General Internal Medicine ◽

10.1111/j.1525-1497.2004.40130.x ◽

2004 ◽

Vol 19 (12) ◽

pp. 1220-1227 ◽

Cited By ~ 19

Author(s):

Thomas K. Houston ◽

Jeanne M. Clark ◽

Rachel B. Levine ◽

Gary S. Ferenchick ◽

Judith L. Bowen ◽

...

Keyword(s):

Faculty Development ◽

Development Program ◽

Teaching Skills ◽

Faculty Development Program

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Clinical teaching improvement: The transportability of the Stanford Faculty Development Program

Medical Teacher ◽

10.1080/01421590802638055 ◽

2009 ◽

Vol 31 (8) ◽

pp. e377-e382 ◽

Cited By ~ 17

Author(s):

J. Johansson ◽

K. Skeff ◽

G. Stratos

Keyword(s):

Faculty Development ◽

Clinical Teaching ◽

Development Program ◽

Faculty Development Program ◽

Teaching Improvement

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THE ILLINOIS ONLINE NETWORK IS MAKING THE VIRTUAL CLASSROOM A REALITY: STUDY OF AN EXEMPLARY FACULTY DEVELOPMENT PROGRAM

Online Learning ◽

10.24059/olj.v7i2.1857 ◽

2019 ◽

Vol 7 (2) ◽

Author(s):

Virgil E. Varvel ◽

Michael Lindeman ◽

Iris K. Stovall

Keyword(s):

Faculty Development ◽

Large Scale ◽

Online Courses ◽

Development Program ◽

Virtual Classroom ◽

Faculty Development Program ◽

Teaching Online ◽

Faculty Teaching ◽

Online Format ◽

The University

The Illinois Online Network (ION) is a faculty development partnership between all forty-eight community colleges in the state of Illinois and the University of Illinois. The goals of the ION program are to help faculty to develop and deliver courses in a completely online format, and also to produce online courses that incorporate best practices for engaging students in discussion and critical thinking. ION accomplishes its goals with a variety of programs, such as the Making the Virtual Classroom a Reality series of online faculty development courses. Evaluation surveys indicate that ION activities have had an impact on the satisfaction and confidence of faculty teaching online courses. This paper examines the programs and resources that ION provides, the effectiveness of the program as a whole, and the lessons ION has learned about providing a large-scale faculty development program.

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Improved cognitive apprenticeship clinical teaching after a faculty development program

Pediatrics International ◽

10.1111/ped.14095 ◽

2020 ◽

Vol 62 (5) ◽

pp. 542-548 ◽

Cited By ~ 2

Author(s):

Eri Konishi ◽

Takuya Saiki ◽

Hiroshi Kamiyama ◽

Katsumi Nishiya ◽

Koji Tsunekawa ◽

...

Keyword(s):

Faculty Development ◽

Clinical Teaching ◽

Development Program ◽

Cognitive Apprenticeship ◽

Faculty Development Program

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An adaptive faculty development program for improving teaching skills

Journal of Dental Education ◽

10.1002/j.0022-0337.1987.51.12.tb02165.x ◽

1987 ◽

Vol 51 (12) ◽

pp. 709-712 ◽

Cited By ~ 2

Author(s):

JM Claus ◽

TG Zullo

Keyword(s):

Faculty Development ◽

Development Program ◽

Teaching Skills ◽

Faculty Development Program

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Performance of Residents Serving as Clinical Teachers: A Student-Based Assessment

Journal of Graduate Medical Education ◽

10.4300/jgme-d-13-00130.1 ◽

2014 ◽

Vol 6 (1) ◽

pp. 123-126 ◽

Cited By ~ 5

Author(s):

Mayowa O. Owolabi ◽

Adefemi O. Afolabi ◽

Akinyinka O. Omigbodun

Keyword(s):

Internal Medicine ◽

Medical Students ◽

Clinical Teaching ◽

Development Program ◽

Teaching Skills ◽

Validity And Reliability ◽

Faculty Development Program ◽

Clinical Teachers ◽

Internal Medicine Residents ◽

Tertiary Teaching

Abstract Background Little is known about the competences of residents as clinical teachers in African health care institutions. Objective We evaluated the clinical teaching skills of internal medicine residents from the perspective of medical students in a tertiary teaching institution in Africa. Methods We used the augmented Stanford Faculty Development Program Questionnaire, which has evidence of validity and reliability. To avoid a Hawthorne effect, students completed the questionnaire anonymously and confidentially after clinical teaching sessions by residents. A minimum score of 4 on a scale of 1 to 5 was defined a priori as possession of good clinical teaching skills. Results Sixty-four medical students assessed all 20 internal medicine residents in the Department of Medicine, University of Ibadan. Mean performance scores for the domains ranged from 3.07 to 3.66. Residents performed best in creating a good learning climate and worst in the promotion of understanding and retention. Sex of the resident, duration of residency, and rank had no significant impact (.09 < P < .94) on their teaching skills. Conclusions Consistent with other observations in the literature, residents' clinical teaching skills were suboptimal, particularly in their ability to promote understanding and retention. To enhance these skills, we recommend the integration of appropriately tailored programs to teach pedagogic skills programs in residency training.

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