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Faculty Development- Is Some Better Than None?

Kelsey Anne Crawford1, Timothy J Wood1, Karl-André Lalonde1

  • 1University of Ottawa.

Mededpublish (2016)
|December 13, 2023
PubMed
Summary
This summary is machine-generated.

Faculty development initiatives did not improve the quality of in-training evaluation reports (ITERs) despite feedback. This suggests current faculty development strategies may be insufficient for enhancing assessment quality in medical education.

Keywords:
AssessmentFaculty DevelopmentFeedbackIn-Training AssessmentWorkplace Based Assessment

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Area of Science:

  • Medical Education
  • Competency-Based Medical Education
  • Workplace-Based Assessment

Background:

  • Competency-based medical education emphasizes formative workplace-based assessments.
  • The quality of these assessments is a significant concern for educators and trainees.
  • Existing faculty development strategies show limited success due to low participation and potential bias in motivated individuals.

Purpose of the Study:

  • To design and evaluate a faculty development initiative aimed at improving the quality of in-training evaluation reports (ITERs).
  • To test the hypothesis that clinical supervisors improve ITER quality with simple, point-in-time feedback, irrespective of intrinsic motivation.

Main Methods:

  • A three-phase study involving all faculty in the Division of Orthopedic Surgery.
  • Two independent raters assessed ITER quality using the Completed Clinical Evaluation Report Rating (CCERR) tool.
  • Phases involved: baseline assessment, awareness of evaluation without feedback, and regular feedback on CCERR scores.

Main Results:

  • No statistically significant difference in CCERR scores was observed across the three study phases (p=0.98).
  • Mean CCERR scores remained consistent: Phase 1 (17.56 ± 1.02), Phase 2 (17.65 ± 0.96), and Phase 3 (17.54 ± 0.75).
  • Awareness of evaluation and provision of feedback did not lead to measurable improvements in ITER quality.

Conclusions:

  • The faculty development intervention failed to demonstrate improvement in ITER quality.
  • Potential reasons include lack of faculty motivation or inadequate feedback intensity/frequency.
  • Findings question the effectiveness of certain faculty development programs in enhancing assessment quality.