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The effect of two different faculty development interventions on third-year clerkship performance evaluations.
Paul E Ogden1, Janine Edwards, Martha Howell
1Department of Internal Medicine, Scott & White Memorial Hospital and Clinc, Texas A&M University System Health Science Center, Temple, TX 76508, USA. pogden@swmail.sw.org
Family Medicine
|May 10, 2008
Summary
Computer-based faculty development improved knowledge of evaluation standards but did not change medical student grades. Face-to-face intervention significantly lowered inflated grades, improving accuracy in clinical performance evaluations.
Area of Science:
- Medical Education
- Faculty Development
- Performance Evaluation
Background:
- Medical student clinical performance evaluations often fail to identify deficiencies.
- Inflated grades do not accurately reflect student performance due to faculty reluctance.
- A computer-based tutorial was developed to improve evaluation standards.
Purpose of the Study:
- To assess the effectiveness of a computer-based faculty development tutorial.
- To determine if the tutorial improves the accuracy of clinical performance grades.
- To evaluate the impact of a subsequent face-to-face intervention.
Main Methods:
- Administered a computer-based tutorial to 25 family medicine faculty.
- Assessed knowledge retention via posttests at immediate and 3-month intervals.
- Tracked student grades before and after the computer-based and face-to-face interventions.
Main Results:
- Faculty demonstrated mastery and retention of tutorial material.
- Computer tutorial alone did not change student grading practices.
- Face-to-face intervention significantly lowered overall grades compared to control.
Conclusions:
- Computer-based faculty development alone is insufficient to alter grading practices.
- A combination of independent study and direct interaction is necessary for change.
- Face-to-face interventions are crucial for improving the accuracy of clinical grading.
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