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Developing medical educators--a mixed method evaluation of a teaching education program.

Marco Roos1, Martina Kadmon2, Michael Kirschfink3

  • 1Institute of General Practice, University of Erlangen-Nuremberg, Erlangen, Germany; marco.roos@uk-erlangen.de.

Medical Education Online
|April 1, 2014
PubMed
Summary
This summary is machine-generated.

This study shows a 5-day medical education program effectively improved teaching skills and knowledge for medical faculty. The intervention demonstrated success across all evaluation levels, enhancing educator performance and professionalism.

Keywords:
collaborative feedbackeducational theoryfaculty developmentmedical educationmedical teacher

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Area of Science:

  • Medical Education
  • Faculty Development
  • Pedagogical Research

Background:

  • Effective medical teaching requires understanding educational theory and pedagogical methods.
  • Medical faculty teaching staff need specialized training in educational principles.
  • Evaluating faculty development programs is crucial for improving medical education.

Purpose of the Study:

  • To evaluate the effectiveness of a 5-day teaching education program for medical faculty.
  • To assess the impact of pedagogical training on medical educators' skills.
  • To determine the success of an intervention designed to enhance medical teaching.

Main Methods:

  • An open prospective interventional study utilizing quantitative and qualitative methods.
  • Evaluation followed Kirkpatrick's four levels: Reaction, Learning, Behavior, and Results.
  • Data collected via questionnaires, multiple-choice tests, self/peer/expert assessments, interviews, and student evaluations.

Main Results:

  • Participants reported high acceptance and satisfaction with the program (Reaction).
  • Significant knowledge increase was observed immediately and sustained at 6 months (Learning, P<0.001).
  • Improved teaching performance and professionalism were noted through various assessments (Behavior, Results).

Conclusions:

  • The 5-day education program successfully enhanced medical educators' knowledge, skills, and performance.
  • A multimethodological approach using qualitative and quantitative measures effectively evaluated the intervention's success.
  • This study provides a model for evaluating similar faculty development programs in medical education.