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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
Published on: January 15, 2017
Faculty perceptions and practice impact of a faculty development workshop on emergency medicine teaching
Glen Bandiera1, Shirley Lee, John Foote
1Department of Medicine, University of Toronto, Toronto, Ontario, Canada. glen.bandiera@utoronto.ca
CJEM
|March 16, 2007
Summary
A learner-centered faculty development workshop improved emergency medicine teaching skills. Participants successfully implemented new techniques, enhancing their confidence and effectiveness in the emergency department.
Area of Science:
- Medical Education
- Emergency Medicine
- Faculty Development
Background:
- Effective emergency department (ED) teaching requires understanding desirable teacher behaviors.
- Current faculty development initiatives lack specific guidance on ED teaching characteristics.
Purpose of the Study:
- To design and evaluate an interactive, learner-centered faculty development workshop.
- The workshop was based on original research into ED teaching.
Main Methods:
- A needs assessment and self-reflection guided workshop design.
- A half-day workshop included large and small group sessions with interactive methods.
- Evaluation used post-event questionnaires and a 4-month follow-up survey.
Main Results:
- Fifteen faculty participated; needs assessment identified key teaching themes.
- Workshop rated highly for relevance, specificity, and usefulness (all >4.4/5).
- 100% reported implementing new techniques; 80% gained teaching confidence.
Conclusions:
- Learner-centered faculty development effectively addresses faculty needs.
- This approach leads to the adoption of new teaching strategies in emergency medicine.
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