Improving the Obstetrics and Gynecology Learning Environment Through Faculty Development.

Area of Science:

• Medical Education
• Faculty Development
• Hidden Curriculum

Background:

• The learning environment is influenced by formal and hidden curricula.
• Faculty are crucial but may lack training to manage the hidden curriculum's impact.
• Medical student evaluations show deficits in feedback, respect, professional language, and empathy.

Purpose of the Study:

• To develop and assess a virtual faculty development workshop.
• To equip faculty with strategies for improving the medical learning environment.
• To address challenges posed by the hidden curriculum.

Main Methods:

• A 60-minute virtual case-based faculty development workshop was created.
• Pre- and post-workshop surveys were used to evaluate participant preparedness and attitudes.
• Participants engaged in group discussions to develop improvement strategies.

Main Results:

• 85% reported increased awareness of learning environment issues.
• 85% anticipated positive changes in interactions with medical students.
• 90% found the workshop relevant; 70% learned new skills; 80% committed to inclusivity.

Conclusions:

• The workshop was well-received and improved learning environment ratings.
• Faculty development seminars are effective for enhancing the learning environment.
• Targeted training can empower faculty to manage the hidden curriculum.