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Related Experiment Videos

Faculty development in teaching skills: an intensive longitudinal model.

Karan A Cole1, L Randol Barker, Ken Kolodner

  • 1Johns Hopkins Faculty Development Program in Teaching Skills, and Division of General Internal Medicine, Johns Hopkins University, School of Medicine, Bayview Medical Center, Baltimore, MD 21224, USA. kcole@jhmi.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|April 27, 2004
PubMed
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This faculty development program for clinician-educators significantly improved teaching skills and enjoyment. Experiential learning with reflection proved highly effective, enhancing participants' attitudes and behaviors toward learners and colleagues.

Area of Science:

  • Medical Education
  • Faculty Development
  • Reflective Practice

Background:

  • Reflection is crucial for clinician-educator growth and effective teaching.
  • Few existing teaching skills programs integrate reflective learning.
  • The Johns Hopkins Faculty Development Program (JHFD) was designed to foster reflective learning.

Purpose of the Study:

  • To describe the JHFD program.
  • To evaluate the impact of the JHFD program on clinician-educators.
  • To compare outcomes of program participants versus a nonparticipant group.

Main Methods:

  • A longitudinal faculty development model was implemented over nine months.
  • Educational methods included information provision, experiential learning with reflection, and personal awareness sessions.

Related Experiment Videos

  • A pre-post evaluation with a comparison group assessed changes in teaching skills, enjoyment, and effectiveness.

    • Main Results:

    • Participants showed significantly greater improvements in 14 measured outcomes compared to nonparticipants (p <.05).
    • Program participation was associated with improved attitudes and behaviors, excluding administration skills.
    • Experiential methods incorporating reflection were rated significantly higher than other methods (p <.001).

    Conclusions:

    • The JHFD program positively impacts clinician-educators' attitudes and behaviors.
    • This alternative faculty development approach effectively enhances teaching skills and professional growth.
    • Integrating reflection into faculty development is key to improving educational practice.