The “Medical Education Roadshow:” Delivering Faculty Development to Busy Clinician Educators When They Least Expect It

Abstract

Introduction: Designing impactful faculty development for busy clinicians is challenging. Many may not recognize their impact on the learning environment or prioritize their development as educators. Our objective was to evaluate the feasibility and acceptability of a faculty development approach, the “Medical Education Roadshow,” which delivered succinct, actionable faculty development at regularly scheduled, departmental clinical business meetings. Methods: Between October 2018 and October 2019, we conducted six 15-minute “roadshows” for the Obstetrics and Gynecology faculty at one academic medical center. Each roadshow addressed a foundational education topic in an interactive manner with an emphasis on one take-away skill in teaching behavior. We utilized a simple, anonymous evaluation tool to obtain participant feedback and analyzed quantitative data descriptively and qualitative data thematically. Results: A total of 174 of 265 evaluations were returned (65.6% response rate). Participants indicated that the roadshows helped them think about teaching more effectively and offered one or more practical daily practice tips. Qualitative findings coalesced into two themes. First, participants identified multiple intended practice changes, including using more effective teaching strategies, being more deliberate about feedback, and modeling exemplary professional behavior. Second, participants recommended multiple improvement opportunities and future topics. Discussion: Busy clinical faculty were highly receptive to opportunities to improve as educators through the “roadshow” approach.

Engaging Health Professions Educators in an Initiative to Create and Disseminate Micro Virtual Asynchronous Educator Development Content During COVID-19

“…2,3 Even prepandemic, educators and clinicians have found it challenging to prioritize their own professional development, in part due to time constraints and competing demands. 4,5 This lack of connection to a larger education community can hinder knowledge sharing and collaboration and challenge perceptions of self as an educator. 6 As professional identity formation is influenced by engagement with community, lack of connection may stifle educators' ability to adequately develop and further integrate their professional identity.…”

“…Time-intensive professional development activities such as synchronous seminars or asynchronous videos can be impactful for those who attend, but require a reasonable time commitment as well as activation energy to participate. 5,9 Moreover, many formerly in-person events transitioned to the virtual setting, leading to a noted “Zoom fatigue.” 2 Professional development initiatives that are brief, purposefully designed, and easily delivered have the potential to reinforce professional identity, support feelings of community, and reinvigorate educators. Microsized, bite-sized, or just-enough-information approaches are an emerging trend in continuing education.…”