Direct observation of faculty with feedback: an effective means of improving patient-centered and learner-centered teaching skills.
Publication/Presentation Date
1-1-2007
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.
Volume
19
Issue
3
First Page
278
Last Page
286
ISSN
1040-1334
Published In/Presented At
Regan-Smith, M., Hirschmann, K., & Iobst, W. (2007). Direct observation of faculty with feedback: an effective means of improving patient-centered and learner-centered teaching skills. Teaching and learning in medicine, 19(3), 278–286. https://doi.org/10.1080/10401330701366739
Disciplines
Medicine and Health Sciences
PubMedID
17594224
Department(s)
Department of Medicine
Document Type
Article