AI Article Synopsis
- Lehigh Valley Hospital's Internal Medicine residency program aimed to enhance faculty development focused on learner-centered teaching in patient care starting in 2002.
- Medical educators conducted a 24-month observational study, providing timely feedback to faculty after watching them teach during inpatient rounds.
- The evaluation showed that faculty who received feedback improved their teaching skills and rankings, demonstrating that targeted observations and feedback can significantly enhance teaching effectiveness.
Article Abstract
Background: In 2002 Lehigh Valley Hospital and Health Network Internal Medicine residency program sought to establish a faculty development program for their teaching faculty that emphasized learner-centered teaching of patient-centered care.
Description: Medical educators trained in observational research practices shadowed teaching teams for 24 months and observed 24 General Internal Medicine faculty teach on inpatient rounds and provided timely written feedback to faculty. Within 48 hr, faculty received a completed Observation Feedback Sheet and summary comments.
Evaluation: Teaching skills were seen to improve over time after feedback was provided and repeat observations occurred. Observation ratings mirrored the results of the established Department of Medicine resident ranking of faculty teaching: Observed faculty receiving feedback improved their ranking, whereas faculty not observed did not.
Conclusions: Observation of teaching with written feedback is an effective means of individualizing faculty development and improving learner-centered and microskill teaching of patient-centered care.
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| http://dx.doi.org/10.1080/10401330701366739 | DOI Listing |
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