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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
Developing a standardized faculty evaluation in an emergency medicine residency.
James E Colletti1, Thomas J Flottemesch, Tara A O'Connell
1Department of Emergency Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota 55905, USA.
The Journal of Emergency Medicine
|December 5, 2009
Summary
A validated five-domain instrument effectively assesses clinical educator quality in residency programs. This tool aids faculty development and enhances patient care through structured evaluation.
Area of Science:
- Medical Education Research
- Faculty Development
- Residency Training Assessment
Background:
- Quality educators are crucial for successful residency training.
- Structured evaluation of clinical educators is vital for improving teaching, faculty development, and patient care.
Purpose of the Study:
- To identify specific domains of instructional quality.
- To develop a composite instrument for assessing instructional quality in residency programs.
Main Methods:
- Residents in a 3-year program rated faculty instruction using an 18-item, 9-point scale survey over two years (2004-2005).
- Factor analysis identified domains of instructional performance.
- Cronbach's alpha assessed internal consistency.
Main Results:
- Five domains explained 92.5% of variation in ratings: Competency and Professionalism, Commitment to Knowledge and Instruction, Inclusion and Interaction, Patient Focus, and Openness to Ideas.
- These domains were consistently identified in both 2004 and 2005 data.
- Cronbach's alpha values ranged from 0.68-0.75, indicating good internal consistency.
Conclusions:
- A five-domain instrument reliably assesses variations in faculty teaching performance.
- This validated instrument can be used for standardized evaluation of instructional quality in residency programs.
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