Department of Medicine, University of Toronto, Toronto, Ontario, Canada.
CJEM. 2005 Sep;7(5):321-7. doi: 10.1017/s1481803500014512.
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.
To design and evaluate a learner-centred, interactive faculty development workshop based on original ED teaching research.
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.
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.
Learner-centred faculty development meets perceived needs of faculty and can result in participants trying new teaching strategies.
改善急诊部（ED）教学的教师发展计划因缺乏关于急诊医学（EM）教师所需行为和特征的信息而受到影响。
根据原始的 ED 教学研究设计和评估以学习者为中心、互动式的教师发展研讨会。
参加大学基础 ED 教学教师发展研讨会的注册者完成了需求评估和会前自我反思练习。回应被分为 3 个主题，这些主题来自于门诊教学文献和最近对专家临床 EM 教师和学习者的调查。参与者参加了为期半天的研讨会，其中包括 1 个大型互动小组会议和 3 个小组会议，使用角色扮演、实践反思、实时审查纸质资源和头脑风暴。评估包括事件后有序量表问卷和 4 个月的简短后续调查，两者都衡量参与者对研讨会效果的看法。
15 名教师参加了研讨会。需求评估确定了“常见错误”、“高效教学”和“处理困难学习者”作为主题。所有 15 名参与者都完成了评估，将研讨会评为相关（4.6/5）、针对他们的需求（4.4/5）和有用（4.5/5）。在 4 个月时，10 名参与者中的 10 名报告成功实施了新技术，8 名报告了更大的教学信心。最常见的新技术是：设定更好的学习目标、提供更好的反馈、积极寻找教学机会和确定教学要点。
以学习者为中心的教师发展满足了教师的感知需求，并能促使参与者尝试新的教学策略。
