Development of a Clinical Teaching Evaluation and Feedback Tool for Faculty

Area of Science:

• Medical Education
• Emergency Medicine
• Faculty Development

Background:

• Clinical teaching evaluations for emergency medicine (EM) faculty are scarce.
• There is a need for a structured tool to assess and provide feedback on EM faculty's clinical teaching.
• This study aimed to develop a behaviorally-based evaluation tool for EM faculty teaching during clinical shifts.

Purpose of the Study:

• To develop a behaviorally-anchored tool for evaluating emergency medicine faculty's clinical teaching skills.
• To create a method for providing actionable, real-time feedback to EM faculty.
• To enhance the quality of clinical teaching in emergency medicine.

Main Methods:

• A three-phase development process was employed, starting with the nominal group technique.
• Focus groups and a modified Delphi technique involving faculty, residents, and experts were used to refine evaluation items.
• Residents classified items into novice, intermediate, and advanced educator skill levels, informing the final tool's structure.

Main Results:

• The developed instrument is named the "Faculty Shift Card."
• It is a behaviorally-anchored evaluation and feedback tool with four domains: clinical decision-making, interpersonal skills, procedural skills, and general teaching strategies.
• Each domain includes novice, intermediate, and advanced levels with specific performance examples.

Conclusions:

• The structured development process yielded a robust evaluation tool for EM faculty.
• The "Faculty Shift Card" facilitates real-time, actionable feedback to improve clinical teaching.
• This tool supports systematic faculty development in emergency medicine education.