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Clinical teaching improvement: The transportability of the Stanford Faculty Development Program
J Johansson1, K Skeff, G Stratos
1Uppsala University Hospital, Sweden. jakob.johansson@surgsci.uu.se
Medical Teacher
|October 9, 2009
Summary
This study shows that a medical teacher training program developed in the US is effective in Sweden. The faculty development model successfully improved teaching skills and behaviors in Swedish physicians.
Area of Science:
- Medical Education
- Faculty Development
- Cross-Cultural Adaptation
Background:
- The Stanford Faculty Development Center (SFDC) developed a medical teacher training course.
- The course utilized a train-the-trainer model for widespread dissemination.
- The study investigated cultural influences on course applicability for non-American participants.
Purpose of the Study:
- To assess the transportability and impact of the Stanford faculty development course in Sweden.
- To evaluate the effectiveness of the course when delivered by a culturally-matched facilitator.
- To determine if the course yields results comparable to those in the United States.
Main Methods:
- A Swedish anesthesiologist trained at Stanford delivered the course in Sweden.
- Five seminar series were conducted from 2005-2007 for 40 physicians.
- Retrospective pre- and post-seminar ratings assessed teaching skills and behaviors.
Main Results:
- Participants rated the seminars highly useful (M = 4.8, SD = 0.4).
- Significant increases in teaching ability were observed across settings (p < 0.001).
- Positive changes in all seven assessed educational behavior categories were noted (p < 0.001).
Conclusions:
- The faculty development model is highly transportable to Swedish medical teachers.
- The course effectively produced positive outcomes in the Swedish context.
- Results were consistent with those previously reported in the United States.
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