Faculty Development in Teaching Skills: An Intensive Longitudinal Model

Abstract

Although reflection contributes to the personal growth of clinician-educators and is important for effective teaching, few teaching skills programs report its use. The Johns Hopkins Faculty Development Program in Teaching Skills, first implemented in 1987 as a theoretically grounded, longitudinal model for faculty development of clinician-educators, comprises a set of conditions intended to promote reflective learning. This paper describes the program and reports evaluation results for 98 participants and a comparison group of 112 nonparticipants between 1988 and 1996. Participants met with facilitators weekly for nine months for 3.5 hours, in stable groups of four to six individuals. Educational methods used across seven content areas emphasized relationships and collaboration, and included information provision, experiential learning with reflection, and personal awareness sessions. A pre-post evaluation design with comparison group measured changes in self-assessed teaching and professional skills, teaching enjoyment, and learning effectiveness. A post-only evaluation design appraised overall program quality, educational methods, facilitation, learning environment, and perceived impact of participation. Program participants had significantly greater pre-post-change scores than nonparticipants for all 14 outcomes (p <.05). Multiple regression modeling indicated that program participation was associated with pre-post improvement in all outcomes except administration skills, controlling for all participant and nonparticipant baseline characteristics (p <.05). All measured programmatic characteristics were highly rated by participants. Experiential methods with reflection were rated significantly higher than information-provision and personal awareness sessions (p <.001). Evaluation results demonstrate a positive impact of this alternative approach to faculty development on clinician-educator perceptions of their attitudes and behaviors towards learners and colleagues.

Evaluación de una experiencia de capacitación en planificación educacional para directores de programas de las especialidades médicas

“…La evaluación de necesidades generales y necesidades de los DPP facilitó el enfoque general y el uso de recursos que son generalmente limitados 38 . Mantener la coherencia entre propósito, objetivos, contenidos, metodologías y evaluación sirvió de guía para desarrollar el curso y usarlo como modelo de enseñanza en planifi cación educacional 21,22,28 . Además, para una enseñanza efectiva fue útil la refl exión incorporada a la autoevaluación y evaluación por pares con retroalimentación frecuente, así como el uso de metodologías innovadoras aplicables a la docencia de postgrado como portafolio, debate y proyecto educacional 39 .…”

“…Más aún, se facilitó la refl exión en escenarios realistas y cercanos a los roles docentes para promover la enseñanza efectiva y mejorar la docencia de modo que los aprendizajes fueran transferibles y aplicables a la práctica 28 .…”

Teaching the Medical Interview: Methods and Key Learning Issues in a Faculty Development Course

“…The presence of feelings related to encounters have been demonstrated to potentially affect performance in the medical interview, 44,45 providing a rationale for including content related to self-awareness in this faculty development intervention. In addition, reflection promoting self-assessment, selfawareness, and learning is felt by many to be integral to professional training, 46 teacher development, [46][47][48][49] and for learners to effectively learn patient-centered interviewing skills. 45,50 A recent article stems from AACH work and describes how personal awareness can be taught by teachers without specific psychological training.…”

Algunas Tendencias Actuales en Educación Médica

“…Así como inicialmente los programas de desarrollo docente se orientaban básicamente a transmitir mejores maneras de comunicar la información, hoy en día éstos se han ampliado a promover el rol de mentores, de promotores del desarrollo profesional de los participantes, de sus habilidades de liderazgo y de gestión académica, y de desarrollo organizacional. (Steinert, Mann, Centeno et al, 2006;Steinert, Naismith & Mann, 2012) La organización de éstas actividades en programas longitudinales, prolongados, con un fuerte compromiso profesional y personal, que promueva la reflexión y no sólo la adquisición de técnicas y contenidos, y que fomente la interacción con los pares y con los interesados hacen de éstos que sean cada vez más eficaces en lograr sus objetivos (Cole, Barker, Kolodner et al, 2004).…”