Abstract
ABSTRACTBackground: Filming teaching sessions were reported in the medical literature in the 1980s and 1990s but appear to have been an underreported and/or underutilized teaching tool since that time. National faculty development programs, such as the Harvard Macy Institute (HMI) Program for Educators in Health Professions and the Stanford Faculty Development Center for Medical Teachers program, have attempted to bridge this gap in formal instruction in teaching skills through microteaching sessions involving videos for self- and peer-assessment and feedback.Objective: Current video-feedback faculty development initiatives are time intensive and impractical to implement broadly at an institutional level. Further, results of peer feedback have not been frequently reported in the literature at the institutional level. Our research aims to propose a convenient and effective process for incorporating video analysis into faculty devleopment programs.Design: Our work describes a novel technique using video-recorded, simulated teaching exercises to compile multi-dimensional feedback as an aid in faculty development programs that promote teaching-skill development. This research evaluated the effectiveness of a focused teaching practicum designed for faculty in multiple specialty departments with large numbers of older patients into a geriatrics-based faculty development program. Effectiveness of the practicum is evaluated using quantitative scoring and qualitative analysis of self-reflection as well as peer and trainee input.Results: VOTE sessions demonstrate an important exportable product which enable faculty to receive a detailed 360-degree assessment of their teaching.Conclusion: This intervention can be easily replicated and revised, as needed, to fit into the educational curriculum at other academic medical centers.
Highlights
Within the past generation of trainees, the culture of medical education has shifted from lecture-based didactic sessions to more interactive, patient-based learning environments. [1,2], This cultural shift presents a new challenge in teaching physicians the requisite skills to facilitate small group discussions as well as teach on clinical rotations
Many new physicians enter careers in academic medicine with little, if any, formal training in teaching methodology yet are expected to serve as mentors and teachers to learners at various levels of training. [3,4,5], faculty development is a requirement from the Accreditation Council of Graduate Medical Education, experienced faculty members often have minimal or no faculty development to optimize teaching methods that effectively engage adult learners
Formal feedback from colleagues regarding teaching performance may be an effective tool to improve teaching skills, but opportunities for this type of feedback are usually limited in the frequency and specificity. [6,7], Faculty development programs have been proposed as a means to identify and address these limitations
Summary
Within the past generation of trainees, the culture of medical education has shifted from lecture-based didactic sessions to more interactive, patient-based learning environments. [1,2], This cultural shift presents a new challenge in teaching physicians the requisite skills to facilitate small group discussions as well as teach on clinical rotations. The changing national landscape of contemporary medicine has compressed many patient visits in outpatient clinics and on inpatient ward services to brief encounters, highlighting the need for effective teaching skills when time for teaching is limited. National faculty development programs, such as the Harvard Macy Institute (HMI) Program for Educators in Health Professions and the Stanford Faculty Development Center for Medical Teachers program, have attempted to bridge this gap in formal instruction in teaching skills through microteaching sessions involving videos for self- and peer-assessment and feedback. Design: Our work describes a novel technique using video-recorded, simulated teaching exercises to compile multi-dimensional feedback as an aid in faculty development programs that promote teaching-skill development. This research evaluated the effectiveness of a focused teaching practicum designed for faculty in multiple specialty departments with large numbers of older patients into a geriatrics-based faculty development program. Results: VOTE sessions demonstrate an important exportable product which enable faculty to receive a detailed 360-degree assessment of their teaching
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