Evaluation of the Stanford Anesthesiology Faculty Teaching Scholars Program Using the Context, Input, Process, and...

Area of Science:

• Medical Education Research
• Faculty Development Programs
• Academic Medical Centers

Background:

• Faculty development programs are crucial for academic medical centers, fostering skill enhancement and career progression.
• Regular evaluation of these programs is essential for identifying areas of improvement and assessing outcomes.
• The Context, Input, Process, and Product (CIPP) framework offers a comprehensive approach to program evaluation.

Purpose of the Study:

• To evaluate the Stanford Anesthesiology Faculty Teaching Scholars Program.
• To apply the CIPP framework for a thorough assessment of the program's effectiveness.
• To identify specific areas for program enhancement.

Main Methods:

• A survey was administered to program alumni (2007-2018).
• Structured interviews were conducted with participants.
• Deductive coding was used to analyze interview data for thematic identification.

Main Results:

• A 48% response rate for the survey (26/54 participants).
• 23 participants completed projects, with 17 integrated into the anesthesiology training program.
• 17 survey responders advanced to educational leadership roles; 25/26 would recommend the program.
• Thematic analysis identified key aspects of context, input, process, and product.

Conclusions:

• The CIPP framework effectively evaluated the Teaching Scholars Program.
• Identified areas for improvement include customizing input (lectures) and formalizing process (mentorship).
• Recommendations focus on enhancing faculty engagement and program impact.