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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development.

Laura M Farrell1, Sarah Buydens2, Gisele Bourgeois-Law3

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Longitudinal faculty development (LFD) fosters teaching skill acquisition through iterative practice and reflection. A learning community enhanced skill development and motivated physicians to refine their feedback techniques.

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Area of Science:

  • Medical Education
  • Physician Training
  • Qualitative Research

Background:

  • Longitudinal faculty development (LFD) can improve teaching skills.
  • Understanding the mechanisms of LFD effectiveness requires further study.

Purpose of the Study:

  • To examine the processes of a longitudinal faculty development initiative focused on a novel feedback approach.
  • To explore how physicians learn and implement new teaching skills through reflection and collaboration.

Main Methods:

  • Qualitative study of five family practice physicians in an LFD initiative.
  • Intervention included workshops on Goal-Oriented Feedback and Narrative Reflection.
  • Six months of iterative skill application, individual reflection, and group sessions with thematic analysis of discussions and interviews.

Main Results:

  • Iterative practice and reflection fostered a learning community.
  • The community provided a safe space for reflection and motivated skill development.
  • Individual pre-reflection and group co-reflection were beneficial; written narratives were not essential.

Conclusions:

  • LFD initiatives should prioritize iterative skill practice and guided self-reflection.
  • Collaborative group reflection is crucial for sustainable changes in teaching practices.
  • Creating a supportive learning community enhances faculty development outcomes.