Tuesday's Teaching Tips—Evaluation and Feedback: A Spaced Education Strategy for Faculty Development
Introduction The AGGME requires faculty to participate annually in faculty development sessions. Barriers to this requirement include faculty having a lack of time and not perceiving benefits to participating. Effective evaluation and feedback are integral to resident training. Faculty often feel il...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Association of American Medical Colleges
2022-11-01
|
| Series: | MedEdPORTAL |
| Subjects: | |
| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11281 |
| _version_ | 1811179746604613632 |
|---|---|
| author | Colleen Kalynych Linda Edwards Denise West Charity Snodgrass Elisa Zenni |
| author_facet | Colleen Kalynych Linda Edwards Denise West Charity Snodgrass Elisa Zenni |
| author_sort | Colleen Kalynych |
| collection | DOAJ |
| description | Introduction The AGGME requires faculty to participate annually in faculty development sessions. Barriers to this requirement include faculty having a lack of time and not perceiving benefits to participating. Effective evaluation and feedback are integral to resident training. Faculty often feel ill prepared to deliver feedback, and residents find accepting and recognizing feedback challenging. We provided faculty with a spaced education program via email that used cognitive theory of multimedia learning solutions in instructional design. Methods The 14-week program consisted of one microlecture and 13 skills-based teaching tips. One tip reinforcing knowledge and skills from the microlecture was emailed each week for faculty to practice in the clinical environment with trainees. Participants completed a short quiz, course evaluation, and self-reflection. The new world Kirkpatrick model was used for program evaluation. Results Fifty-two physician participants received credit for participating; 34 completed the entire course. Of the 34, 32 (94%) identified at least one effective feedback technique, and 27 (79%) were able to define evaluation and recognize observation as the cornerstone of evaluation. Out of the 15 effective feedback characteristics taught, 13 (87%) were identified. Fifty-one participants (98%) rated the program as good/excellent, 52 (100%) wanted more Tuesday's Teaching Tips programs, and the majority recognized change in knowledge and/or skills. Discussion Participants rated the spaced education program as good/excellent and were able to meet the course objectives. This teaching strategy for faculty development was well received, as it was easily accessible and implemented in the clinical learning environment with trainees. |
| first_indexed | 2024-04-11T06:38:51Z |
| format | Article |
| id | doaj.art-08dc5840b8e64d2b9aad5c92cab36f15 |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-04-11T06:38:51Z |
| publishDate | 2022-11-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-08dc5840b8e64d2b9aad5c92cab36f152022-12-22T04:39:36ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652022-11-011810.15766/mep_2374-8265.11281Tuesday's Teaching Tips—Evaluation and Feedback: A Spaced Education Strategy for Faculty DevelopmentColleen Kalynych0Linda Edwards1Denise West2Charity Snodgrass3Elisa Zenni4Assistant Dean for Medical Education, Office of Educational Affairs, and Senior Lecturer, Department of Emergency Medicine, University of Florida College of Medicine–JacksonvilleDean and Associate Professor of Medicine, University of Florida College of Medicine–JacksonvilleAssistant Director, Office of Educational Affairs, University of Florida College of Medicine–JacksonvilleAdministrative Support, Office of Educational Affairs, University of Florida College of Medicine–JacksonvilleSenior Associate Dean for Educational Affairs, Office of Educational Affairs, and Professor of Pediatrics, Department of Pediatrics, University of Florida College of Medicine–JacksonvilleIntroduction The AGGME requires faculty to participate annually in faculty development sessions. Barriers to this requirement include faculty having a lack of time and not perceiving benefits to participating. Effective evaluation and feedback are integral to resident training. Faculty often feel ill prepared to deliver feedback, and residents find accepting and recognizing feedback challenging. We provided faculty with a spaced education program via email that used cognitive theory of multimedia learning solutions in instructional design. Methods The 14-week program consisted of one microlecture and 13 skills-based teaching tips. One tip reinforcing knowledge and skills from the microlecture was emailed each week for faculty to practice in the clinical environment with trainees. Participants completed a short quiz, course evaluation, and self-reflection. The new world Kirkpatrick model was used for program evaluation. Results Fifty-two physician participants received credit for participating; 34 completed the entire course. Of the 34, 32 (94%) identified at least one effective feedback technique, and 27 (79%) were able to define evaluation and recognize observation as the cornerstone of evaluation. Out of the 15 effective feedback characteristics taught, 13 (87%) were identified. Fifty-one participants (98%) rated the program as good/excellent, 52 (100%) wanted more Tuesday's Teaching Tips programs, and the majority recognized change in knowledge and/or skills. Discussion Participants rated the spaced education program as good/excellent and were able to meet the course objectives. This teaching strategy for faculty development was well received, as it was easily accessible and implemented in the clinical learning environment with trainees.http://www.mededportal.org/doi/10.15766/mep_2374-8265.11281EvaluationSpaced EducationClinical Teaching/Bedside TeachingFaculty DevelopmentFeedback |
| spellingShingle | Colleen Kalynych Linda Edwards Denise West Charity Snodgrass Elisa Zenni Tuesday's Teaching Tips—Evaluation and Feedback: A Spaced Education Strategy for Faculty Development MedEdPORTAL Evaluation Spaced Education Clinical Teaching/Bedside Teaching Faculty Development Feedback |
| title | Tuesday's Teaching Tips—Evaluation and Feedback: A Spaced Education Strategy for Faculty Development |
| title_full | Tuesday's Teaching Tips—Evaluation and Feedback: A Spaced Education Strategy for Faculty Development |
| title_fullStr | Tuesday's Teaching Tips—Evaluation and Feedback: A Spaced Education Strategy for Faculty Development |
| title_full_unstemmed | Tuesday's Teaching Tips—Evaluation and Feedback: A Spaced Education Strategy for Faculty Development |
| title_short | Tuesday's Teaching Tips—Evaluation and Feedback: A Spaced Education Strategy for Faculty Development |
| title_sort | tuesday s teaching tips evaluation and feedback a spaced education strategy for faculty development |
| topic | Evaluation Spaced Education Clinical Teaching/Bedside Teaching Faculty Development Feedback |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11281 |
| work_keys_str_mv | AT colleenkalynych tuesdaysteachingtipsevaluationandfeedbackaspacededucationstrategyforfacultydevelopment AT lindaedwards tuesdaysteachingtipsevaluationandfeedbackaspacededucationstrategyforfacultydevelopment AT denisewest tuesdaysteachingtipsevaluationandfeedbackaspacededucationstrategyforfacultydevelopment AT charitysnodgrass tuesdaysteachingtipsevaluationandfeedbackaspacededucationstrategyforfacultydevelopment AT elisazenni tuesdaysteachingtipsevaluationandfeedbackaspacededucationstrategyforfacultydevelopment |