- Title
- Measuring the Impact of a Faculty Development Program on Clinical Educators
- Creator
- Nair, Balakrishnan R.; Gilligan, Conor; Jolly, Brian
- Relation
- Advances in Medical Education and Practice Vol. 13, Issue 9 February 2022, p. 129-136
- Publisher Link
- http://dx.doi.org/10.2147/amep.s347790
- Publisher
- Dove Medical Press
- Resource Type
- journal article
- Date
- 2022
- Description
- Introduction: An Academy of Clinical Educators (ACE) was established at the University of Newcastle, to support and build capacity among existing and prospective medical educators. ACE established a Certificate of Clinical Teaching and Supervision (CCTS) program, the final assessment of which was a reflective piece on how the course has affected participants’ practice as clinical teachers or supervisors and how changes are expected to impact learner achievement. We conducted a qualitative evaluation of these to explore the impact of the CCTS on participants’ teaching Methods: Thirty-one participants (of 90 completers to date) consented for their written reflections to undergo qualitative thematic analysis and completed a survey exploring their preparation for, and experience of the program, and application of skills learnt Results: Most participants reported applying the skills gained through the CCTS to their teaching practice to a large (n=23; 72%) or very large (n=5; 16%) extent. Four themes emerged from the qualitative data, aligned with the topics of the CCTS: teaching structure; feedback; orientation; and assessment. Participants described application of more structured approaches to orientation, teaching and feedback, positive student responses, and self-reported satisfaction with adopted changes. Discussion: The CCTS has motivated change in the teaching practice of participants. Although evidence presented here is limited by the self-reported nature, descriptions of actual changes in practice were detailed and specific enough to suggest they could act as a proxy for objectively measured change in behaviour and outcome. Conclusion: A faculty development program delivered to clinicians with a range of teaching and education-related roles, from varied clinical disciplines and professions, can promote improved, structured teaching and feedback.
- Subject
- clinical education; faculty development; feedback; supervision; assessment
- Identifier
- http://hdl.handle.net/1959.13/1485631
- Identifier
- uon:51660
- Identifier
- ISSN:1179-7258
- Rights
- © 2022 Nair et al. This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
- Language
- eng
- Full Text
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