Instructor, Department of Obstetrics, Gynecology, and Reproductive Biology, Beth Israel Deaconess Medical Center, Harvard Medical School.
Professor, Department of Obstetrics, Gynecology, and Reproductive Biology, Beth Israel Deaconess Medical Center, Harvard Medical School.
MedEdPORTAL. 2022 May 3;18:11246. doi: 10.15766/mep_2374-8265.11246. eCollection 2022.
The learning environment is shaped by both formal and hidden curricula. Faculty play a critical role in the learning environment but may not be prepared to address the hidden curriculum. This workshop teaches faculty how to manage the hidden curriculum's challenges.
Medical students' end-of-clerkship evaluations revealed low ratings in the domains of feedback, respectful interactions, professional language use, and empathy. We created a virtual 60-minute case-based faculty development workshop to highlight the role of faculty in improving the learning environment. A preworkshop survey was emailed to participants. At the workshop, following a brief introduction, participants were divided into groups to discuss the cases and develop strategies to improve the learning environment. A postworkshop survey was used to assess the workshop.
Sixty faculty members attended the seminar. Fifty-seven percent completed a preworkshop survey, and 33% completed the postworkshop survey. After the workshop, more faculty felt well prepared to engage students and residents. The majority of participants (85%) reported being more aware of issues around the learning environment. Most (85%) felt that their interactions with medical students would change in a positive way after the workshop. Ninety percent agreed the workshop was relevant to their needs, 70% agreed they learned a new skill in the workshop, and 80% committed to creating an inclusive learning environment after the workshop.
This workshop was well received by participants and was associated with an improvement in learning environment ratings. Faculty development seminars are an efficient tool to improve the learning environment.
学习环境受到正式和隐性课程的影响。教师在学习环境中起着至关重要的作用，但他们可能没有准备好应对隐性课程。本研讨会将教授教师如何应对隐性课程的挑战。
医学生的实习结束评估显示，他们在反馈、尊重互动、专业语言使用和同理心等领域的评分较低。我们创建了一个虚拟的 60 分钟基于案例的教师发展研讨会，以强调教师在改善学习环境方面的作用。在研讨会之前，向参与者发送了一份预调查。在研讨会上，在简短介绍后，参与者被分成小组讨论案例并制定改善学习环境的策略。使用课后调查来评估研讨会。
60 名教师参加了研讨会。57%的人完成了预调查，33%的人完成了课后调查。参加研讨会后，更多的教师感到有能力与学生和住院医师接触。大多数参与者（85%）表示更了解学习环境周围的问题。大多数人（85%）认为他们与医学生的互动在研讨会后会积极改变。90%的人认为研讨会与他们的需求相关，70%的人认为他们在研讨会上学到了新技能，80%的人承诺在研讨会后创造一个包容的学习环境。
本研讨会受到参与者的欢迎，并与学习环境评估的改善相关。教师发展研讨会是改善学习环境的有效工具。
