Observation and assessment of faculty development learning outcomes

Area of Science:

• Medical Education
• Faculty Development
• Instructional Practices

Background:

• Professional development initiatives aim to enhance faculty teaching skills and beliefs.
• The sustainability of learning outcomes from such initiatives remains under-researched.
• Understanding long-term impact is crucial for effective faculty development programs.

Purpose of the Study:

• To investigate whether professional development in teaching yields observable learning outcomes among faculty.
• To assess the sustainability of teaching strategies acquired during faculty development seminars.

Main Methods:

• Classroom observations and interviews were conducted with faculty participants.
• Teaching observations utilized an active teaching rubric to evaluate class transcripts.
• Data collection involved nine faculty members from Dentistry and Health/Human Performance colleges.

Main Results:

• Faculty participants frequently used open-ended questions and interactive teaching methods.
• A majority of instructors integrated case-based learning and reflective practices.
• Interview findings corroborated observational data, indicating sustained learning.

Conclusions:

• Professional development seminars effectively equipped faculty with teaching strategies.
• Faculty demonstrated sustained integration of learned skills, including critical thinking approaches.
• The study confirms the long-term impact of targeted teaching professional development.