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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
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Learner Perspectives of a Surgical Educators Faculty Development Program Regarding Value and Effectiveness: A

Robert A Weber1, Christian T Cable, Hania Wehbe-Janek

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This faculty development program enhanced surgical educators' knowledge and practice through readings, small group sessions, and projects. It fostered a community of practice, proving effective for busy clinicians.

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Area of Science:

  • Medical Education
  • Surgical Training
  • Faculty Development

Background:

  • A faculty development program was established by Baylor Scott & White Health's Division of Plastic Surgery.
  • The program included readings, didactic sessions, and educational projects, encouraging cross-discipline collaboration.
  • Participation required department chair permission, with a focus on training clinicians as educators.

Purpose of the Study:

  • To explore learner perspectives on the Surgical Educators Program.
  • To identify key components contributing to the program's outcomes.

Main Methods:

  • Qualitative study involving 14 physicians who completed the program.
  • Focus groups conducted 6 months post-completion, moderated by an uninvolved faculty member.
  • Thematic content analysis of transcribed verbatim data to identify key themes.

Main Results:

  • Three primary themes emerged from the 13 participating learners.
  • Increased knowledge and practice of medical education among participants.
  • Program structure and the creation of a community of practice were identified as significant outcomes.

Conclusions:

  • A faculty development program with diverse participants, readings, small group sessions, and a project effectively trains plastic surgical faculty.
  • The program is suitable for improving surgical education within demanding clinical settings.