Development of a Clinical Teaching Evaluation and Feedback Tool for Faculty.

ABSTRACT:

Introduction

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.

Methods

We used a three-phase structured development process. Phase 1 used the nominal group technique with a group of faculty first and then 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. Following this, residents classified the items into novice, intermediate, and advanced educator skills. Once items were determined fo

SUBMITTER: Dehon E 

PROVIDER: S-EPMC6324693 | biostudies-literature | 2019 Jan

REPOSITORIES: biostudies-literature