Dataset Information

Milestone-Based Tool for Learner Evaluation of Faculty Clinical Teaching.

ABSTRACT:

Introduction

Traditional normative Likert-type evaluations of faculty teaching have several drawbacks, including lack of granular feedback, potential for inflation, and the halo effect. To provide more meaningful data to faculty on their teaching skills and encourage educator self-reflection and skill development, we designed and implemented a milestone-based faculty clinical teaching evaluation tool.

Methods

The evaluation tool contains 10 questions that assess clinical teaching skills with descriptive milestone behavior anchors. Nine of these items are based on the Stanford Faculty Development Clinical Teaching Model and annual Accreditation Council for Graduate Medical Education (ACGME) resident survey questions; the tenth was developed to address professionalism at our institution. The tool was developed with input from residency program leaders, residents, and the faculty development committee and piloted with graduate medical education learners before implementation.

Results

More than 7,200 faculty evaluations by learners and 550 faculty self-evaluations have been collected. Learners found the form easy to use and preferred it to previous Likert-based evaluations. Over the 2 years that faculty self-evaluations have been collected, their scores have been similar to the learner evaluation scores. The feedback provided faculty with more meaningful data on teaching skills and opportunities for reflection and skill improvement and was used in constructing faculty teaching skills programs at the institutional level.

Discussion

This innovation provides an opportunity to give faculty members more meaningful teaching evaluations and feedback. It should be easy for other institutions and programs to implement. It leverages a familiar milestone construct and incorporates important ACGME annual resident survey information.

SUBMITTER: Kassis K

PROVIDER: S-EPMC6374742 | biostudies-literature | 2017 Sep

REPOSITORIES: biostudies-literature

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Publications

Milestone-Based Tool for Learner Evaluation of Faculty Clinical Teaching.

Kassis Karyn K Wallihan Rebecca R Hurtubise Larry L Goode Sara S Chase Margaret M Mahan John D JD

MedEdPORTAL : the journal of teaching and learning resources 20170918

<h4>Introduction</h4>Traditional normative Likert-type evaluations of faculty teaching have several drawbacks, including lack of granular feedback, potential for inflation, and the halo effect. To provide more meaningful data to faculty on their teaching skills and encourage educator self-reflection and skill development, we designed and implemented a milestone-based faculty clinical teaching evaluation tool.<h4>Methods</h4>The evaluation tool contains 10 questions that assess clinical teaching ...[more]

PMID: 30800827

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Project description:AIMS: Evaluation of the effectiveness of clinical teaching is an important contribution for the quality control of medical teaching. This should be evaluated using a reliable instrument in order to be able to both gauge the status quo and the effects of instruction. In the Stanford Faculty Development Program (SFDP), seven categories have proven to be appropriate: Establishing the Learning Climate, Controlling a Teaching Session, Communication of Goals, Encouraging Understanding and Retention, Evaluation, Feedback and Self-directed Learning. Since 1998, the SFDP26 questionnaire has established itself as an evaluation tool in English speaking countries. To date there is no equivalent German-language questionnaire available which evaluates the overall effectiveness of teaching. QUESTION: Development and theoretical testing of a German-language version of SFDP26 (SFDP26-German),Check the correlation of subscale of SFDPGerman against overall effectiveness of teaching. METHODS: 19 anaesthetists (7 female, 12 male) from the University of Lübeck were evaluated at the end of a teaching seminar on emergency medical care using SFDP-German. The sample consisted of 173 medical students (119 female (68.8%) and 54 male (31.2%), mostly from the fifth semester (6.6%) and sixth semester (80.3%). The mean age of the students was 23±3 years. RESULTS: The discriminatory power of all items ranged between good and excellent (r(it)=0.48-0.75). All subscales displayed good internal consistency (α=0.69-0.92) and significant positive inter-scale correlations (r=0.40-0.70). The subscales and "overall effectiveness of teaching" showed significant correlation, with the highest correlation for the subscale "communication of goals (p< 0.001; r = 0.61). CONCLUSION: The analysis of SFDP26-German confirms high internal consistency. Future research should investigate the effectiveness of the individual categories on the overall effectiveness of teaching and validate according to external criteria.

Project description:ObjectivesThis study aimed to explore the effects of the mini-clinical evaluation exercise (mini-CEX) teaching model based on nurse-faculty collaboration in Fundamentals of Nursing course.MethodsA quasi-experimental design was conducted. A total of 111 nursing students of two parallel classes were recruited from a nursing college in Guilin, China from February to December 2022, and allocated to the intervention group (n = 56) and control group (n = 55). The intervention group received a mini-CEX teaching model based on nurse-faculty collaboration, the teaching-learning process included scenario creation (10 min), inquiry-based learning (30 min), case report (30 min), scenario simulation exercise (40 min), and effectiveness evaluation (10 min). While the control group received conventional teaching method. All students were invited to complete the College Classroom Climate Assessment Scale (CCCA) and the Chinese version of the Competency Inventory for Nursing Students (CINS-CV) before and after the intervention. Course achievement of students was evaluated. After the intervention, the intervention group was asked an open-ended question to explore the difficulties or challenges they had encountered.ResultsAfter intervention, the CCCA score (208.36 ± 23.25 vs. 190.60 ± 28.83), CINS-CV score(106.95 ± 14.48 vs. 99.55 ± 14.60), the oretical exam score (83.01 ± 4.27 vs. 79.75 ± 5.45), and scenario simulation exam score (89.23 ± 3.17 vs. 81.42 ± 7.19) of intervention group were higher than those of the control group (P＜0.01). The open-ended questionnaire survey revealed that the difficulties or challenges faced by the intervention group were mainly related to case analysis, group cooperation, learning material acquisition, and teacher guidance.ConclusionApplying the mini-CEX teaching model based on nurse-faculty collaboration could cultivate nursing students' competency, build a positive classroom climate, and improve the course achievement of students.

Dataset Information

Milestone-Based Tool for Learner Evaluation of Faculty Clinical Teaching.

Introduction

Methods

Results

Discussion

Publications

Milestone-Based Tool for Learner Evaluation of Faculty Clinical Teaching.

Similar Datasets

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