Related Experiment Videos
The "Medical Education Roadshow:" Delivering Faculty Development to Busy Clinician Educators When They Least Expect
Trevin C Lau1, Kristina Dzara, Holly R Khachadoorian-Elia
1Dr. Lau: Instructor in Obstetrics and Gynecology, Department of Obstetrics, Gynecology, and Reproductive Biology, Harvard Medical School and Massachusetts General Hospital, Boston, MA. Dr. Dzara: Assistant Professor of Pediatrics, Department of Obstetrics, Gynecology, and Reproductive Biology, Harvard Medical School, Massachusetts General Hospital, and Brigham and Women's Hospital, Boston, MA. Dr. Khachadoorian-Elia: Assistant Professor of Obstetrics and Gynecology, Department of Obstetrics, Gynecology, and Reproductive Biology, Harvard Medical School and Massachusetts General Hospital, Boston, MA. Dr. Berkowitz: Assistant Professor of Obstetrics and Gynecology, Department of Obstetrics, Gynecology, and Reproductive Biology, Harvard Medical School and Massachusetts General Hospital, Boston, MA.
Introduction:
Designing impactful faculty development for busy clinicians is challenging. Many may not recognize their impact on the learning environment or prioritize their development as educators. Our objective was to evaluate the feasibility and acceptability of a faculty development approach, the "Medical Education Roadshow," which delivered succinct, actionable faculty development at regularly scheduled, departmental clinical business meetings.
Methods:
Between October 2018 and October 2019, we conducted six 15-minute "roadshows" for the Obstetrics and Gynecology faculty at one academic medical center. Each roadshow addressed a foundational education topic in an interactive manner with an emphasis on one take-away skill in teaching behavior. We utilized a simple, anonymous evaluation tool to obtain participant feedback and analyzed quantitative data descriptively and qualitative data thematically.
Results:
A total of 174 of 265 evaluations were returned (65.6% response rate). Participants indicated that the roadshows helped them think about teaching more effectively and offered one or more practical daily practice tips. Qualitative findings coalesced into two themes. First, participants identified multiple intended practice changes, including using more effective teaching strategies, being more deliberate about feedback, and modeling exemplary professional behavior. Second, participants recommended multiple improvement opportunities and future topics.
Discussion:
Busy clinical faculty were highly receptive to opportunities to improve as educators through the "roadshow" approach.