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Milestone-Based Tool for Learner Evaluation of Faculty Clinical Teaching.

Karyn Kassis1,2,3,4, Rebecca Wallihan1,2,5,6,7,8, Larry Hurtubise9,10

  • 1Assistant Professor of Pediatrics, Nationwide Children's Hospital.

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A new milestone-based clinical teaching evaluation tool provides faculty with more meaningful feedback for self-reflection and skill development, overcoming limitations of traditional Likert-type assessments.

Keywords:
Faculty DevelopmentFaculty Teaching EvaluationMilestone AssessmentSelf-Assessment

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Area of Science:

  • Medical Education
  • Faculty Development
  • Assessment Tools

Background:

  • Traditional Likert-type faculty teaching evaluations suffer from limited feedback, potential inflation, and halo effects.
  • There is a need for more effective methods to assess and improve faculty clinical teaching skills.

Purpose of the Study:

  • To design and implement a milestone-based faculty clinical teaching evaluation tool.
  • To provide faculty with granular feedback for self-reflection and professional development.

Main Methods:

  • Developed a 10-question tool with milestone behavior anchors based on the Stanford Faculty Development Clinical Teaching Model and Accreditation Council for Graduate Medical Education (ACGME) resident survey questions.
  • Incorporated institutional input on professionalism and piloted the tool with graduate medical education learners.

Main Results:

  • Collected over 7,200 learner and 550 faculty self-evaluations.
  • Learners preferred the new tool over Likert-based evaluations, finding it easy to use.
  • Faculty self-evaluation scores aligned with learner scores, indicating consistent feedback.

Conclusions:

  • The milestone-based tool offers meaningful teaching evaluations and feedback for faculty.
  • The tool is easily implementable by other institutions, leveraging familiar constructs and ACGME data.