Delver Hilary, Jackson Wesley, Lee Sonya, Palacios Mone
University of Calgary.
Fam Med. 2014 May;46(5):369-77.
The University of Calgary's Rural Integrated Community Clerkship anchors final-year medical student education in 9 months of family medicine. The purpose of this pilot study was to evaluate the Family Medicine Preceptor Online Development (FM POD) program, designed to meet the faculty development needs of rural preceptors facing challenges of geographical distribution and time constraints.
The theoretically based program used a blended learning approach, beginning with a face-to-face workshop to strengthen participants' social presence during online interactions to follow. Asynchronous narrated presentations supplied foundational knowledge prior to facilitated synchronous web conferences, where participants shared experiences and co-constructed new knowledge. The program was evaluated using mixed methods, including surveys and focus group discussion.
Evaluation tools generated data with high internal consistency reliability; focus group information substantiated and enriched the quantitative survey data. Participants enjoyed collaborating with colleagues and rated their learning experiences highly, reporting meaningful and statistically significant increases in mean comfort with all the precepting skills taught: giving effective feedback, using questions to teach, teaching communications skills, helping learners in difficulty, and making teaching time-efficient. All effect sizes were large. Increased comfort with distance learning technologies was a positive consequence.
Results support the applicability of principles of social constructivism, experiential learning, and reflective learning in these participants. The program was highly rated and effectively increased participants' comfort with teaching skills, offering practical off-the-peg modular faculty development in basic teaching skills for distributed faculty. Participants appreciated the flexible delivery format, which course developers found readily adaptable for additional topics.
卡尔加里大学的农村综合社区实习项目使医学专业最后一年的学生接受为期9个月的家庭医学教育。本试点研究的目的是评估家庭医学带教教师在线发展（FM POD）项目，该项目旨在满足面临地理分布和时间限制挑战的农村带教教师的师资发展需求。
该基于理论的项目采用混合学习方法，首先举办一次面对面研讨会，以增强参与者在后续在线互动中的社会存在感。在同步网络会议之前，通过异步旁白演示提供基础知识，参与者在同步网络会议上分享经验并共同构建新知识。该项目采用混合方法进行评估，包括调查和焦点小组讨论。
评估工具生成的数据具有较高的内部一致性信度；焦点小组信息证实并丰富了定量调查数据。参与者喜欢与同事合作，并对他们的学习经历给予高度评价，报告称在所有所教授的带教技能方面，平均舒适度有显著且有意义的提高：提供有效反馈、通过提问进行教学、教授沟通技巧、帮助有困难的学习者以及提高教学效率。所有效应量都很大。对远程学习技术的舒适度提高是一个积极的结果。
结果支持社会建构主义、体验式学习和反思性学习原则在这些参与者中的适用性。该项目获得了高度评价，并有效提高了参与者对教学技能的舒适度，为分布式教师提供了实用的现成模块化师资发展培训，内容涉及基本教学技能。参与者赞赏这种灵活的授课形式，课程开发者发现这种形式很容易适用于其他主题。
