The Power of Faculty Development: The Impact on Teaching a Procedural Skill Framework

Area of Science:

• Medical Education
• Faculty Development
• Psychomotor Skill Acquisition

Background:

• Teaching outpatient procedures is often overlooked in faculty development, leading to inconsistent teaching methods.
• Traditional "see one, do one, teach one" approaches are evolving towards simulation-based learning and standardized frameworks.
• A formal framework for teaching procedural skills has been lacking in medical education.

Purpose of the Study:

• To implement and evaluate the impact of the Sawyer framework for psychomotor skill acquisition through a faculty education workshop.
• To assess the effectiveness of a multidisciplinary faculty education workshop focused on a standardized educational technique.

Main Methods:

• An interactive 90-minute workshop on the Sawyer framework was delivered to multidisciplinary faculty.
• A mixed-methods approach was used, including post-workshop surveys (quantitative) and thematic analysis of qualitative data.
• Participants self-evaluated their teaching strategies before and after the workshop.

Main Results:

• 570 participants from 22 specialties attended 52 sessions, with a 50% response rate.
• Post-workshop, 89% of participants planned to implement or modify their teaching strategies, with 93% finding the Sawyer method applicable.
• Participant feedback highlighted improvements in clear communication, learner-centered teaching, and intentionality.

Conclusions:

• A significant majority of faculty lacked formal teaching methods prior to the workshop.
• Implementing standardized frameworks like the Sawyer method in faculty development workshops can enhance the educational quality of procedural skills.
• Multidisciplinary faculty educators benefit from structured approaches to teaching procedural skills.