Merriam Sarah B, Spataro Brielle, Hamm Megan E, McNeil Melissa A, DiNardo Deborah J
J Grad Med Educ. 2018 Aug;10(4):416-422. doi: 10.4300/JGME-D-17-00692.1.
Best practices for faculty development programs include longitudinal, practice-based formats incorporating experiential learning with opportunities for reflection and community building. Peer coaching for faculty development provides personalized, learner-centered, work-based learning. Implementation of traditional 1-on-1 peer coaching programs is challenging due to time, logistics, and methodological barriers.
We sought to improve observation and reflection skills and to expand personal teaching practices of clinician educators.
In 2016, we developed and evaluated an innovative "1-to-many" peer-coaching model utilizing large group review of video-recorded teaching encounters. Forty-three clinician-educator faculty in general internal medicine at the University of Pittsburgh attended at least 1 of 6 sessions between February and August 2016. Sessions were moderated by a master facilitator who guided direct observation of, and reflection on, observed teaching and highlighted efficacious teaching methods. The study evaluated the acceptability and efficacy of this novel faculty development program qualitatively, with semistructured, postcurriculum telephone interviews with 20 participating faculty.
All respondents stated that they would continue to attend faculty development sessions and would recommend them to others. The most frequently cited advantages included exposure to new teaching strategies, direct feedback, safe environment, community of practice, and growth mind-set, yet barriers emerged, such as discomfort reviewing video, difficulty giving feedback across hierarchy, and initial skepticism. None described the curriculum as critical or unsafe. Most reported increased self-reflection and adoption of new teaching behaviors.
This peer-coaching, video-based faculty development program was well received, feasible, and effective in changing self-reported teaching attitudes and practices.
教师发展项目的最佳实践包括纵向的、基于实践的形式，将体验式学习与反思及社区建设机会相结合。教师发展的同伴辅导提供个性化的、以学习者为中心的、基于工作的学习。由于时间、后勤和方法上的障碍，传统一对一同伴辅导项目的实施具有挑战性。
我们试图提高临床教师教育者的观察和反思技能，并扩展其个人教学实践。
2016年，我们开发并评估了一种创新的“一对多”同伴辅导模式，该模式利用对录像教学过程的大组评审。匹兹堡大学普通内科的43名临床教师教育者在2016年2月至8月期间参加了6次课程中的至少1次。课程由一名资深主持人主持，他指导对观察到的教学进行直接观察和反思，并突出有效的教学方法。该研究通过对20名参与教师进行半结构化的课程后电话访谈，定性评估了这个新颖的教师发展项目的可接受性和有效性。
所有受访者表示他们会继续参加教师发展课程，并会向其他人推荐。最常被提及的优点包括接触新的教学策略、直接反馈、安全的环境、实践社区和成长型思维模式，但也出现了一些障碍，如对观看视频感到不适、跨层级提供反馈困难以及最初的怀疑态度。没有人将课程描述为关键或不安全。大多数人报告说自我反思有所增加，并采用了新的教学行为。
这个基于视频的同伴辅导教师发展项目受到好评，可行且有效地改变了自我报告的教学态度和实践。
