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A pilot study of faculty development for basic science teachers

K M Skeff1, G A Stratos, M R Bergen

  • 1Stanford University School of Medicine, Faculty Development Program, CA 94304-1812, USA.

Academic Medicine : Journal of the Association of American Medical Colleges
|July 8, 1998
PubMed
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Faculty development seminars significantly improved basic science teachers' instructional skills. This faculty development program enhanced teaching effectiveness for pathology instructors.

Area of Science:

  • Medical Education
  • Pathology

Background:

  • Limited research exists on faculty development for basic science educators.
  • Previous faculty development programs have shown success with clinical teachers.

Purpose of the Study:

  • To assess the effectiveness of a faculty development seminar series for basic science faculty.
  • To adapt a program successful for clinical teachers to a basic science context.

Main Methods:

  • Adapted Stanford Faculty Development Program seminars for basic science instruction.
  • Eight pathology faculty participated in nine small-group seminars.
  • Seminars included lectures, video analysis, role-playing, and goal setting.

Main Results:

  • Multiple evaluation measures demonstrated a positive impact.

Related Experiment Videos

  • Participant self-assessments showed improvement.
  • Student and blinded ratings of teaching also indicated positive effects.

    • Conclusions:

    • Faculty development programs can effectively enhance basic science teaching skills.
    • The adapted seminar series shows promise for improving pathology instructors' effectiveness.