Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

A model clinical faculty workshop program for a multisite clerkship

L P Mandel1, M A Stenchever, L A Vontver

  • 1Department of Obstetrics and Gynecology, University of Washington School of Medicine, Seattle, USA. lmandel@u.washington.edu

Obstetrics and Gynecology
|December 16, 1997
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Do we need a subspecialty of female pelvic medicine and reconstructive surgery?

Obstetrics and gynecology·2000
Same author

Teaching and evaluating surgical skills.

Obstetrics and gynecology·2000
Same author

Gynogeriatrics: a challenge for the 21st century.

Obstetrics and gynecology·1997
Same author

One residency's experience with the electronic residency application service.

Family medicine·1997
Same author

Recommendations for ERAS users.

Academic medicine : journal of the Association of American Medical Colleges·1996
Same author

Clinical knowledge and skill priorities in substance abuse education: a nursing faculty longitudinal survey.

The Journal of nursing education·1996
Same journal

A Quality-Improvement Study Evaluating Three Postpartum Prophylactic Oxytocin Rates and Blood Loss After Vaginal Birth.

Obstetrics and gynecology·2026
Same journal

The Effects of Climate Change on Obstetric and Gynecologic Health.

Obstetrics and gynecology·2026
Same journal

PUBLICATIONS: July 2026.

Obstetrics and gynecology·2026
Same journal

Vaginal Natural Orifice Transluminal Endoscopic Surgery in Minimally Invasive Gynecologic Surgery: Correction.

Obstetrics and gynecology·2026
Same journal

A Contemporary View of Menopausal Hormone Therapy: Correction.

Obstetrics and gynecology·2026
Same journal

In Reply.

Obstetrics and gynecology·2026
See all related articles

Faculty development workshops improved clinical teaching and ensured consistent medical education across multiple states. These sessions fostered faculty connection and comparable student experiences.

Area of Science:

  • Medical Education
  • Faculty Development
  • Obstetrics and Gynecology

Background:

  • The University of Washington Department of Obstetrics and Gynecology serves clinical faculty across Washington, Alaska, Montana, and Idaho.
  • Geographic dispersion across three time zones presents challenges for consistent faculty development and education delivery.

Purpose of the Study:

  • To evaluate the effectiveness of biannual faculty development workshops.
  • To assess the impact of workshops on clinical teaching quality and curriculum consistency.
  • To foster cohesiveness among geographically dispersed faculty.

Main Methods:

  • The department conducted bi-annual, three-part faculty development workshops over 20 years.
  • Workshops included sessions on student performance, curriculum/teaching, and medical topic updates.

Related Experiment Videos

  • Participants were clinical faculty at community sites.

    • Main Results:

    • Faculty reported improved clinical teaching skills and enhanced connection with full-time faculty.
    • Workshops fostered a sense of cohesiveness among participants.
    • The department maintained consistent educational content and comparable student experiences across all sites.

    Conclusions:

    • Bi-annual faculty development workshops are effective for improving clinical teaching and maintaining educational standards.
    • These workshops are valuable for connecting dispersed faculty and ensuring equitable student learning experiences.
    • Consistent faculty development is crucial for quality medical education in distributed programs.