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Enhancing clinical faculties' knowledge, attitudes, and performance in clinical supervision: a workplace-based

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Summary
This summary is machine-generated.

Faculty development programs significantly improve pediatric faculty

Keywords:
And performanceFaculty development programKnowledge and attitudeProctor’s modelWorkplace learning

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Area of Science:

  • Medical Education
  • Faculty Development
  • Clinical Supervision

Background:

  • Clinical supervision is essential for medical trainee development.
  • Faculty development programs enhance faculty performance.
  • This study assessed program impact on pediatric faculty supervisory skills.

Purpose of the Study:

  • To evaluate the effectiveness of a faculty development program.
  • To improve pediatric faculty's knowledge, attitudes, and performance in clinical supervision.
  • To assess the application of the Proctor model in clinical supervision.

Main Methods:

  • Quasi-experimental, pre-post, single-group design.
  • 20 pediatric faculty members participated.
  • Blended learning program using Proctor and ASSURE models, with feedback.

Main Results:

  • Significant increases in faculty knowledge and attitudes post-program.
  • Improved self-reported knowledge (5.55 to 8.25) and attitudes (4.07 to 4.28).
  • 90.63% of faculty applied Proctor model components.

Conclusions:

  • Structured faculty development programs enhance clinical supervision.
  • Programs improve faculty knowledge, attitudes, and performance.
  • Effective for pediatric faculty development.