Using a novel small-group approach to enhance feedback skills for community-based teachers

Area of Science:

• Medical Education
• Faculty Development
• Clinical Teaching

Background:

• Challenges exist in providing faculty development to clinical teachers in remote settings.
• Access to academic centers is difficult for many busy clinical teachers.
• Effective feedback delivery is crucial for medical education.

Purpose of the Study:

• To evaluate a low-tech faculty development approach for clinical teachers.
• To assess the feasibility and impact of a printed educational module on feedback delivery.
• To enhance teaching skills in diverse practice environments.

Main Methods:

• Sixty-five clinical teachers participated in facilitated small-group workshops.
• A printed module on delivering feedback, including cases and literature summaries, was used.
• Surveys assessed impact immediately after the session and at 3-month follow-up.

Main Results:

• Participants found the workshop format valuable and committed to improving feedback delivery.
• The majority of participants successfully implemented planned changes in their teaching approach.
• The approach was feasible regardless of facilitator expertise in feedback delivery.

Conclusions:

• A low-tech, module-based faculty development strategy is feasible for any location.
• This approach can enhance clinical teachers' feedback skills in both urban and rural settings.
• Facilitated small-group discussion of educational modules is an effective faculty development method.