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Effectiveness of a brief workshop designed to improve teaching performance at the University of Alberta
Kerri Pandachuck1, Dwight Harley, David Cook
1Division of Studies in Medical Education, University of Alberta, Edmonton, Alberta, Canada.
Purpose:
To determine whether a two-day teaching enhancement workshop at the University of Alberta improved participants' teaching performance as rated by students.
Method:
Workshop participants (academic staff or residents) were asked to assess the value of the workshop. In addition, students were asked to rate instructors' teaching abilities before and after the instructors participated in the workshops, by completing a five-statement questionnaire routinely used to assess instruction at the University of Alberta. For control purposes, ratings were also obtained for a group of instructors who had not taken the workshop, over a similar time period. The authors used data from 1993-2002.
Results:
The participants uniformly regarded the workshops as helpful. Both faculty and residents regarded the short teaching exercise as the most important component of the program. Of the instructional sections, the presentations on objectives and on structure (set, body, closure) were rated most highly by both groups. The students' mean ratings for the instructors after the workshop were significantly increased, while ratings for those who had not taken the workshop were unchanged
Conclusion:
Short teaching-enhancement workshops are regarded by the participants as helpful in improving their instructional skills. This view is supported by a significant increase in students' ratings of the instructors after they had taken the workshop.
