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Regional teaching improvement programs for community-based teachers.

K M Skeff1, G A Stratos, M R Bergen

  • 1Stanford Faculty Development Program, Palo Alto, California, USA.

The American Journal of Medicine
|May 13, 1999
PubMed
Summary
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Regional workshops effectively improved teaching skills for community and university medical faculty. The program enhanced teaching knowledge, abilities, and integration with academic institutions.

Area of Science:

  • Medical Education
  • Faculty Development
  • Community-Based Teaching

Background:

  • Community-based clinical teachers are vital for medical education.
  • A need exists to support and develop these faculty members.
  • Existing faculty development programs may not reach community-based educators.

Purpose of the Study:

  • To assess the feasibility and value of a regional teaching improvement program.
  • To support community-based clinical teachers in medical education.
  • To foster collaboration between community faculty and academic institutions.

Main Methods:

  • Conducted five regional 1-2 day workshops for 282 faculty (community and university-based).
  • Utilized trained facilitators and instructional methods to enhance teaching analysis, behaviors, goals, and site needs assessment.

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  • Collected participant feedback via Likert scales and open-ended questions on program quality, impact, and barriers.

    • Main Results:

    • Participants rated the program highly useful (4.6/5.0).
    • Significant positive effects were observed on teaching knowledge (4.0/5.0) and teaching ability (P <0.001).
    • Participants reported increased integration with their affiliated institutions (P <0.001).

    Conclusions:

    • Regional faculty development programs are effective for improving teaching.
    • Such programs enhance collaboration between community teachers and academic centers.
    • National organizations and regional facilitators are key resources for delivering effective training.