Abstract
[This corrects West J Emerg Med. 2019 January;20(1):50-57]
Highlights
MethodsWe used a three-phase structured development process
Formative evaluations of clinical teaching for emergency medicine (EM) faculty are limited
The goal of this study was to develop a behaviorally-based tool for evaluating and providing feedback to EM faculty based on their clinical teaching skills during a shift
Summary
We used a three-phase structured development process. Phase 1 used the nominal group technique with a group of faculty first and with residents to generate potential evaluation items. Phase 2 included separate focus groups and used a modified Delphi technique with faculty and residents, as well as a group of experts to evaluate the items generated in Phase 1. Residents classified the items into novice, intermediate, and advanced educator skills. Once items were determined for inclusion and subsequently ranked they were built into the tool by the investigators (Phase 3)
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