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Faculty perceptions and practice impact of a faculty development workshop on emergency medicine teaching

Published online by Cambridge University Press:  21 May 2015

Glen Bandiera ,
Shirley Lee  and
John Foote
Glen Bandiera*
Affiliation:
Department of Medicine, University of Toronto, Toronto, Ont.; St. Michael’s Hospital, Toronto, Ont.
Shirley Lee
Affiliation:
Department of Family and Community Medicine, University of Toronto, Schwartz–Reisman Emergency Department, Mt. Sinai Hospital, Toronto, Ont.
John Foote
Affiliation:
Department of Family and Community Medicine, University of Toronto, Credit Valley Hospital, Mississauga, Ont.
*
Department of Emergency Services, St. Michael's Hospital, 30 Bond St., Toronto ON M5B 1W8; 416 864 5095, 416 864 5341, glen.bandiera@utoronto.ca

Abstract

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Background:

Faculty development initiatives to improve emergency department (ED) teaching are compromised by the paucity of information about what behaviours and characteristics are desirable in an emergency medicine (EM) teacher.

Objectives:

To design and evaluate a learner-centred, interactive faculty development workshop based on original ED teaching research.

Methods:

Registrants for a university-based faculty development workshop on ED teaching completed a needs assessment and pre-workshop self-reflection exercise. Responses were grouped into 3 themes derived from the ambulatory teaching literature and a recent survey of expert clinical EM teachers and learners. Participants underwent a half-day workshop consisting of 1 large group interactive session and 3 small group sessions using role playing, practice reflection, real time review of hard copy resources, and brainstorming. Evaluation included a post-event ordinal scale questionnaire and a 4-month follow-up short answer survey, both measuring participants' perceptions of workshop effectiveness.

Results:

Fifteen faculty participated. The needs assessment identified “Common mistakes,” “Teaching efficiently” and “Dealing with the difficult learner” as themes. All 15 completed evaluations, rating the workshop as relevant (4.6/5), specific to their needs (4.4/5) and useful (4.5/5). At 4 months, 10 out of 10 respondents reported success at implementing new techniques and 8 reported greater confidence in teaching. The most common new techniques were: setting better learning objectives, giving better feedback, actively seeking teaching opportunities, and identifying a teaching point.

Conclusions:

Learner-centred faculty development meets perceived needs of faculty and can result in participants trying new teaching strategies.

Keywords

faculty developmentpostgraduate trainingmedical education
Type
Original Research • Recherche originale
Information
Canadian Journal of Emergency Medicine , Volume 7 , Issue 5 , September 2005 , pp. 321 - 327
Copyright
Copyright © Canadian Association of Emergency Physicians 2005

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