Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development

Abstract

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.

A systematic scoping review of group reflection in medical education

“…• Physicians mentioned, n = 18 [ 25 , 61 , 63 , 64 , 73 , 81 – 83 , 85 , 87 , 89 , 92 , 94 , 100 , 105 , 107 , 109 , 110 , 113 ]…”

Comparing an In-Person and Online Continuing Education Intervention to Improve Professional Decision-Making: A Mixed Methods Study

“…Finally, those participants in the in-person version and those who attended even one or two of the online synchronous masterclasses note the importance of engaging with colleagues, learning from one another, and seeing that they were not alone in struggling with difficult decisions. Authors in other disciplines have noted the importance of developing a learning community in continuing education, both for creating a space for reflection and motivating ongoing efforts to learn new skills ( Farrell et al, 2021 ; Hsiang-Te Tsuei et al, 2019 ). In addition, participants noted the support that they felt from the organization, simply by being given the opportunity to engage in a continuing education program that was tailored to their environment.…”