Improving the Obstetrics and Gynecology Learning Environment Through Faculty Development
Introduction The learning environment is shaped by both formal and hidden curricula. Faculty play a critical role in the learning environment but may not be prepared to address the hidden curriculum. This workshop teaches faculty how to manage the hidden curriculum's challenges. Methods Medical...
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2022-05-01
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| Series: | MedEdPORTAL |
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| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11246 |
| _version_ | 1818215222246113280 |
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| author | Huma Farid John L. Dalrymple Monica Mendiola Celeste Royce Brett Young Katharyn Meredith Atkins |
| author_facet | Huma Farid John L. Dalrymple Monica Mendiola Celeste Royce Brett Young Katharyn Meredith Atkins |
| author_sort | Huma Farid |
| collection | DOAJ |
| description | Introduction The learning environment is shaped by both formal and hidden curricula. Faculty play a critical role in the learning environment but may not be prepared to address the hidden curriculum. This workshop teaches faculty how to manage the hidden curriculum's challenges. Methods Medical students’ end-of-clerkship evaluations revealed low ratings in the domains of feedback, respectful interactions, professional language use, and empathy. We created a virtual 60-minute case-based faculty development workshop to highlight the role of faculty in improving the learning environment. A preworkshop survey was emailed to participants. At the workshop, following a brief introduction, participants were divided into groups to discuss the cases and develop strategies to improve the learning environment. A postworkshop survey was used to assess the workshop. Results Sixty faculty members attended the seminar. Fifty-seven percent completed a preworkshop survey, and 33% completed the postworkshop survey. After the workshop, more faculty felt well prepared to engage students and residents. The majority of participants (85%) reported being more aware of issues around the learning environment. Most (85%) felt that their interactions with medical students would change in a positive way after the workshop. Ninety percent agreed the workshop was relevant to their needs, 70% agreed they learned a new skill in the workshop, and 80% committed to creating an inclusive learning environment after the workshop. Discussion This workshop was well received by participants and was associated with an improvement in learning environment ratings. Faculty development seminars are an efficient tool to improve the learning environment. |
| first_indexed | 2024-12-12T06:32:39Z |
| format | Article |
| id | doaj.art-0fd7967f20e9449ab8e5858177f9d046 |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-12-12T06:32:39Z |
| publishDate | 2022-05-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-0fd7967f20e9449ab8e5858177f9d0462022-12-22T00:34:32ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652022-05-011810.15766/mep_2374-8265.11246Improving the Obstetrics and Gynecology Learning Environment Through Faculty DevelopmentHuma Farid0John L. Dalrymple1Monica Mendiola2Celeste Royce3Brett Young4Katharyn Meredith Atkins5Instructor, Department of Obstetrics, Gynecology, and Reproductive Biology, Beth Israel Deaconess Medical Center, Harvard Medical SchoolProfessor, Department of Obstetrics, Gynecology, and Reproductive Biology, Beth Israel Deaconess Medical Center, Harvard Medical SchoolInstructor, Department of Obstetrics, Gynecology, and Reproductive Biology, Beth Israel Deaconess Medical Center, Harvard Medical SchoolAssistant Professor, Department of Obstetrics, Gynecology, and Reproductive Biology, Beth Israel Deaconess Medical Center, Harvard Medical SchoolAssistant Professor, Department of Obstetrics, Gynecology, and Reproductive Biology, Beth Israel Deaconess Medical Center, Harvard Medical SchoolAssistant Professor, Department of Obstetrics, Gynecology, and Reproductive Biology, Beth Israel Deaconess Medical Center, Harvard Medical SchoolsIntroduction The learning environment is shaped by both formal and hidden curricula. Faculty play a critical role in the learning environment but may not be prepared to address the hidden curriculum. This workshop teaches faculty how to manage the hidden curriculum's challenges. Methods Medical students’ end-of-clerkship evaluations revealed low ratings in the domains of feedback, respectful interactions, professional language use, and empathy. We created a virtual 60-minute case-based faculty development workshop to highlight the role of faculty in improving the learning environment. A preworkshop survey was emailed to participants. At the workshop, following a brief introduction, participants were divided into groups to discuss the cases and develop strategies to improve the learning environment. A postworkshop survey was used to assess the workshop. Results Sixty faculty members attended the seminar. Fifty-seven percent completed a preworkshop survey, and 33% completed the postworkshop survey. After the workshop, more faculty felt well prepared to engage students and residents. The majority of participants (85%) reported being more aware of issues around the learning environment. Most (85%) felt that their interactions with medical students would change in a positive way after the workshop. Ninety percent agreed the workshop was relevant to their needs, 70% agreed they learned a new skill in the workshop, and 80% committed to creating an inclusive learning environment after the workshop. Discussion This workshop was well received by participants and was associated with an improvement in learning environment ratings. Faculty development seminars are an efficient tool to improve the learning environment.http://www.mededportal.org/doi/10.15766/mep_2374-8265.11246Hidden CurriculumMistreatmentCase-Based LearningClinical Teaching/Bedside TeachingFaculty DevelopmentLearning Environment |
| spellingShingle | Huma Farid John L. Dalrymple Monica Mendiola Celeste Royce Brett Young Katharyn Meredith Atkins Improving the Obstetrics and Gynecology Learning Environment Through Faculty Development MedEdPORTAL Hidden Curriculum Mistreatment Case-Based Learning Clinical Teaching/Bedside Teaching Faculty Development Learning Environment |
| title | Improving the Obstetrics and Gynecology Learning Environment Through Faculty Development |
| title_full | Improving the Obstetrics and Gynecology Learning Environment Through Faculty Development |
| title_fullStr | Improving the Obstetrics and Gynecology Learning Environment Through Faculty Development |
| title_full_unstemmed | Improving the Obstetrics and Gynecology Learning Environment Through Faculty Development |
| title_short | Improving the Obstetrics and Gynecology Learning Environment Through Faculty Development |
| title_sort | improving the obstetrics and gynecology learning environment through faculty development |
| topic | Hidden Curriculum Mistreatment Case-Based Learning Clinical Teaching/Bedside Teaching Faculty Development Learning Environment |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11246 |
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