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On-site Observational Learning in Faculty Development: Impact of an International Program on Clinical Teaching in
Takuya Saiki1, Rintaro Imafuku, Joyce Pickering
1Dr. Saiki: Associate professor, Medical Education Development Center, Gifu University, Gifu, Japan. Dr. Imafuku: Assistant professor, Medical Education Development Center, Gifu University, Gifu, Japan. Dr. Pickering: Associate professor, Department of Medicine, Faculty of Medicine, McGill University, Montreal, Quebec, Canada, and Associate professor, Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada. Dr. Suzuki: Professor, Medical Education Development Center, Gifu University, Gifu, Japan. Dr. Steinert: Director, Department of Family Medicine, Faculty of Medicine, McGill University, Montreal, Quebec, Canada, and Professor, Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada.
Introduction:
Local faculty development programs may not suffice for physicians to learn about global standards in clinical teaching. This report describes the evaluation of a 1-week international faculty development program in Canada, incorporating on-site observations of clinical teaching with guided reflection, for Japanese clinical teachers. Participants' perceptions of learning processes and outcomes are described.
Methods:
Twenty-nine Japanese clinical teachers from 9 different teaching hospitals located in the Gifu province participated in this program from 2014 to 2017. The program evaluation consisted of end-of-program reflection reports and semistructured interviews conducted 3 months after the visit, which were thematically analyzed.
Results:
Three themes related to learning processes emerged: the benefits of observing clinical teaching in a familiar specialty but unfamiliar context; the value of reflection in linking previous experiences with observations; and the role of group interaction and verbalization in creating a sense of community. Three additional themes related to learning outcomes emerged: enhanced knowledge about teaching, with a renewed emphasis on the value of learner respect and trust; increased confidence in teaching competence; and a sense of frustration related to difficulty in changing the status quo.
Discussion:
An international faculty development program incorporating on-site observational learning in hospital settings with guided reflections can be effective in learning about clinical teaching; follow-up activities in the home country are also recommended. The key elements of this program, including international experiences, on-site observational learning, and guided reflections, should be considered more frequently in faculty development programs in medicine.
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