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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

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Collaborative development of teaching scripts: an efficient faculty development approach for a busy clinical teaching

Valerie J Lang¹, Alec B O'Connor, Amy Blatt

¹Hospital Medicine Division, University of Rochester School of Medicine and Dentistry, Rochester, New York 14642, USA. Valerie_Lang@urmc.rochester.edu

Journal of Hospital Medicine

|October 4, 2012

Summary

Developing teaching scripts improved clinician-teacher self-efficacy and professional development. This efficient approach enhanced skills and collegiality in a hospitalist unit, despite time demands for script preparation.

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Area of Science:

Medical Education
Clinical Teaching
Faculty Development

Background:

Exemplary teachers utilize teaching scripts for content organization and instructional approach.
This study details a hospitalist unit's initial experience with co-developing teaching scripts.

Purpose of the Study:

To describe the collaborative development of teaching scripts in a hospitalist setting.
To assess the impact of teaching script development on faculty self-efficacy, teaching frequency, and applicability.

Main Methods:

Ten faculty members developed and presented teaching scripts for common diagnoses during monthly workshops.
Open-ended surveys were analyzed iteratively to assess faculty impact.
Changes in self-efficacy, teaching frequency, and applicability were measured.

Main Results:

Faculty self-efficacy significantly improved, though teaching quantity and applicability showed no significant change.
Faculty reported benefits in professional development, shared mental models, and relationships.
Positive feedback predominated, with concerns about preparation time and peer presentation apprehension.

Conclusions:

The teaching script program efficiently improved self-rated teaching skills.
The initiative enhanced professional development and fostered collegiality among clinician-teachers.