Department of Medical Education, Marmara University, Istanbul, Turkey.
Adv Physiol Educ. 2010 Jun;34(2):35-40. doi: 10.1152/advan.00024.2010.
Self-assessment tools have previously been used to assess the impact of a faculty development program on the teaching skills of medical educators. In this study, we aimed to assess the impact of a faculty development program on the teaching performances of faculty members in relation to their medical disciplines and academic positions. A faculty-training program consisted of "training skills" and "student assessment instruments" courses. The impact of the program was evaluated by self-reporting of faculty members (a total of 225 reports) 1-2 yr after the program. Both courses were found to be beneficial by nearly all of the attendants. Clinicians benefited more from some topics in the student assessment course and could apply the structured learning and assessment guides, structured oral examination, and objective structured clinical examination more efficiently than their peers from preclinical departments. In conclusion, the results demonstrated that the participants of the faculty development program modified their teaching activities according to the demands of their clinical practice. The correlations between the benefits and behavioral changes were statistically significant.
自我评估工具以前曾被用于评估教师发展计划对医学教育者教学技能的影响。在这项研究中，我们旨在评估教师发展计划对教师教学表现的影响，具体涉及他们的医学学科和学术职位。教师培训计划包括“培训技能”和“学生评估工具”课程。该计划的影响是通过教师在计划结束后 1-2 年内的自我报告（共 225 份报告）来评估的。几乎所有参加者都认为这两个课程都很有帮助。临床医生从学生评估课程中的一些主题中获益更多，并且能够比来自基础医学部门的同行更有效地应用结构化学习和评估指南、结构化口头考试和客观结构化临床考试。总之，结果表明，教师发展计划的参与者根据他们的临床实践需求修改了他们的教学活动。收益与行为变化之间的相关性具有统计学意义。
