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The impact of the Stanford Faculty Development Program on ambulatory teaching behavior
Elizabeth P Berbano1, Robert Browning, Louis Pangaro
1Department of Medicine, Walter Reed Army Medical Center, Washington, DC 20307, USA. elizabeth.berbano@na.amedd.army.mil
Journal of General Internal Medicine
|May 18, 2006
Summary
Faculty development programs can enhance clinical teaching. This study found improved questioning and feedback quality in medical faculty after a 7-session program.
Area of Science:
- Medical Education
- Faculty Development
- Clinical Teaching Skills
Background:
- Medical institutions invest heavily in faculty development.
- The impact of these programs on teaching effectiveness is often understudied.
Purpose of the Study:
- To evaluate the Stanford Faculty Development Program in Clinical Teaching's effect on ambulatory teaching behaviors.
- To measure changes in faculty teaching practices following a structured development intervention.
Main Methods:
- A pre-post study design was employed with eight internal medicine faculty.
- Participants engaged in seven 2-hour sessions including didactics, role-play, and video feedback.
- Teaching behaviors were assessed via analysis of videotaped case presentations using the Teacher Learner Interaction Analysis System.
Main Results:
- A significant decrease in the total number of questions asked by faculty was observed (714 vs. 426, P=.02).
- The proportion of higher-level, analytic questions significantly increased (44% vs. 55%, P<.0001).
- Feedback quality improved, with a decrease in "minimal" feedback (87% vs. 76%, P<.0005) and an increase in specific feedback (13% vs. 22%).
Conclusions:
- Participation in the faculty development program led to measurable improvements in teaching behaviors.
- Key improvements included enhanced quality of questions posed and more specific feedback provided to learners.
