scholarly journals Exploratory Factor Analysis of Approaches to Teaching Inventory (ATI): Use in an Evidence-based Faculty Development Program for Promoting Active Learning Pedagogical Strategies

2020 ◽  
Author(s):  
Kristi Glassmeyer ◽  
Lydia Ross ◽  
Eugene Judson ◽  
Stephen Krause ◽  
Lindy Mayled
Keyword(s):  
Factor Analysis ◽  
Active Learning ◽  
Faculty Development ◽  
Exploratory Factor Analysis ◽  
Development Program ◽  
Evidence Based ◽  
Approaches To Teaching ◽  
Faculty Development Program ◽  
Pedagogical Strategies

A Train-the-Trainer Model for Integrating Evidence-Based Medicine Training into Podiatric Medical Education

2005 ◽  
Vol 95 (5) ◽  
pp. 497-504 ◽  
Author(s):  
Michael L. Green
Keyword(s):  
Faculty Development ◽  
Curriculum Reform ◽  
Evidence Based Medicine ◽  
Development Program ◽  
Evidence Based ◽  
Faculty Development Program ◽  
Train The Trainer ◽  
Implementation Planning ◽  
Based Medicine

This article presents the development, implementation, and evaluation of a national evidence-based medicine faculty-development program for podiatric medical educators. Ten faculty members representing six accredited colleges of podiatric medicine, one podiatric medical residency program, and a Veterans Affairs podiatry service participated in a 2-day workshop, which included facilitated discussions, minilectures, hands-on exercises, implementation planning, and support after the workshop. Participants’ evidence-based medicine skills were measured by retrospective self-reported ratings before and after the workshop. Participants also reported their implementation of “commitments to change” on follow-up surveys at 3 and 12 months. Participants’ evidence-based medicine practice and teaching skills improved after the intervention. They listed a total of 84 commitments to change, most of which related to the program objectives. By 12 months after the workshop, participants as a group had fully implemented 24 commitments (32%), partially implemented 36 (48%), and failed to implement 15 (20%) of a total of 75 commitments with follow-up data. The most common barriers to change at 12 months were insufficient resources, systems problems, and short patient visit times. A train-the-trainer faculty-development program can improve self-reported evidence-based medicine skills and behaviors and affect curriculum reform at podiatric medical educational institutions. (J Am Podiatr Med Assoc 95(5): 497–504, 2005)

scholarly journals Creating and Scaling an Evidence-based Faculty Development Program

2020 ◽  
Author(s):  
Casey Ankeny ◽  
Lindy Mayled ◽  
Lydia Ross ◽  
Keith Hjelmstad ◽  
Stephen Krause ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Evidence Based ◽  
Faculty Development Program

scholarly journals Evaluation of a Faculty Development Program Aimed at Increasing Residents' Active Learning in Lectures

2012 ◽  
Vol 4 (4) ◽  
pp. 516-520 ◽  
Author(s):  
Bonnie C. Desselle ◽  
Robin English ◽  
George Hescock ◽  
Andrea Hauser ◽  
Melissa Roy ◽  
...  
Keyword(s):  
Active Learning ◽  
Faculty Development ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Statistical Significance ◽  
Development Program ◽  
Faculty Development Program ◽  
Intervention Phase ◽  
Active Learning Strategies ◽  
Item Scale

Abstract Background Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Methods Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Results Responses to the workshop questionnaire (n  =  32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P  =  .02) and solicited justifications for answers (P  =  .01). Conclusion A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

scholarly journals Outcomes of a national faculty development program in teaching skills

2004 ◽  
Vol 19 (12) ◽  
pp. 1220-1227 ◽  
Author(s):  
Thomas K. Houston ◽  
Jeanne M. Clark ◽  
Rachel B. Levine ◽  
Gary S. Ferenchick ◽  
Judith L. Bowen ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Teaching Skills ◽  
Faculty Development Program

scholarly journals A Faculty Development Program to Train Tutors to Be Discussion Leaders Rather Than Facilitators

2007 ◽  
Vol 82 (5) ◽  
pp. 486-492 ◽  
Author(s):  
Helen M. Shields ◽  
Daniel Guss ◽  
Samuel C. Somers ◽  
B Price Kerfoot ◽  
Brian S. Mandell ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Faculty Development Program
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