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Faculty development to enhance humanistic teaching and role modeling: a collaborative study at eight institutions
William T Branch1, Calvin L Chou, Neil J Farber
1Emory University School of Medicine, 49 Jesse Hill Jr. Dr., Atlanta, GA, 30303, USA, wbranch@emory.edu.
Journal of General Internal Medicine
|June 21, 2014
Summary
Faculty development programs focusing on humanism in medicine significantly improved teaching and role modeling of humanistic values, as rated by learners. This longitudinal program utilized experiential learning and critical reflection for enhanced medical education.
Area of Science:
- Medical Education
- Faculty Development
- Humanism in Medicine
Background:
- Growing emphasis on humanism in medical practice.
- Scarcity of structured faculty development programs for teaching humanistic values.
Purpose of the Study:
- To assess the impact of a multi-institutional faculty development program on enhancing humanistic teaching and role modeling.
- To compare learner ratings of faculty participants versus control groups.
Main Methods:
- Blinded learners evaluated clinical teachers using the Humanistic Teaching Practices Effectiveness (HTPE) questionnaire.
- An 18-month longitudinal curriculum combined experiential learning with reflective practices.
- Participants were selected based on teaching promise and willingness to engage.
Main Results:
- Faculty development participants showed significantly higher HTPE scores than controls (P=0.019).
- Improvements were consistent across various demographics and teaching experience levels.
Conclusions:
- Intensive, longitudinal faculty development incorporating experiential learning and reflection enhances humanistic teaching and role modeling.
- The program demonstrated high completion rates and generalizability across academic medical centers.