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Measuring the Impact of a Faculty Development Program on Clinical Educators.

Balakrishnan R Nair1, Conor Gilligan1, Brian Jolly1

  • 1School of Medicine and Public Health, and Academy of Clinical Educators, University of Newcastle, Callaghan, NSW, Australia.

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|February 17, 2022
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Summary

The Certificate of Clinical Teaching and Supervision (CCTS) program significantly improved clinical teaching practices. Participants reported enhanced skills in teaching structure, feedback, orientation, and assessment, leading to positive learner outcomes.

Keywords:
assessmentclinical educationfaculty developmentfeedbacksupervision

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Area of Science:

  • Medical Education
  • Faculty Development

Background:

  • An Academy of Clinical Educators (ACE) was established to support medical educators.
  • The Certificate of Clinical Teaching and Supervision (CCTS) program was developed as part of ACE.
  • The CCTS program's final assessment involved participant reflections on practice impact.

Purpose of the Study:

  • To qualitatively evaluate the impact of the CCTS program on participants' clinical teaching practices.
  • To explore how the CCTS program influenced teaching methods and learner achievement.

Main Methods:

  • Qualitative thematic analysis of 31 participant reflective pieces.
  • A survey was administered to explore program preparation, experience, and skill application.

Main Results:

  • Most participants (88%) reported large or very large application of CCTS skills.
  • Four key themes emerged: teaching structure, feedback, orientation, and assessment.
  • Participants adopted more structured teaching approaches, received positive student feedback, and reported satisfaction.

Conclusions:

  • The CCTS program effectively motivated changes in clinical teaching practices.
  • Self-reported changes were detailed, suggesting a proxy for objectively measured behavioral change.
  • Faculty development programs can enhance structured teaching and feedback among diverse clinical educators.