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Related Experiment Video

Updated: May 20, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Faculty development as transformation: lessons learned from a process-oriented program.

Dorene F Balmer1, Boyd F Richards

  • 1Center for Education Research and Evaluation, Columbia University Medical Center, New York, New York, USA. db2595@columbia.edu

Teaching and Learning in Medicine
|July 11, 2012
PubMed
Summary
This summary is machine-generated.

This faculty development program used shared reading and guided reflection. It fostered personal growth, improved relationships, and enhanced teaching practices.

Related Experiment Videos

Last Updated: May 20, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

  • Medical Education
  • Faculty Development
  • Narrative Medicine

Background:

  • Traditional faculty development often focuses on content, yet yields broader outcomes.
  • This program employed narrative medicine's shared reading and guided reflection processes.

Purpose of the Study:

  • To describe a faculty development program utilizing narrative medicine principles.
  • To explore the impact of process-oriented faculty development on educators.

Main Methods:

  • Weekly seminars involving active engagement with texts for discussion.
  • Qualitative analysis of seminar notes, interviews, and curricular documents.
  • Application of educational conceptual frameworks for interpretation.

Main Results:

  • Participants reported significant personal growth and transformation in interpersonal relationships.
  • The program facilitated addressing and reshaping institutional norms and teaching strategies.
  • Qualitative data revealed positive outcomes beyond mere content acquisition.

Conclusions:

  • Process-oriented faculty development can promote individual growth.
  • Such programs can transform relationships among faculty.
  • This approach has the potential to influence and improve teaching practices.