Assistant Dean for Medical Education, Office of Educational Affairs, and Senior Lecturer, Department of Emergency Medicine, University of Florida College of Medicine-Jacksonville.
Dean and Associate Professor of Medicine, University of Florida College of Medicine-Jacksonville.
MedEdPORTAL. 2022 Nov 22;18:11281. doi: 10.15766/mep_2374-8265.11281. eCollection 2022.
The AGGME requires faculty to participate annually in faculty development sessions. Barriers to this requirement include faculty having a lack of time and not perceiving benefits to participating. Effective evaluation and feedback are integral to resident training. Faculty often feel ill prepared to deliver feedback, and residents find accepting and recognizing feedback challenging. We provided faculty with a spaced education program via email that used cognitive theory of multimedia learning solutions in instructional design.
The 14-week program consisted of one microlecture and 13 skills-based teaching tips. One tip reinforcing knowledge and skills from the microlecture was emailed each week for faculty to practice in the clinical environment with trainees. Participants completed a short quiz, course evaluation, and self-reflection. The new world Kirkpatrick model was used for program evaluation.
Fifty-two physician participants received credit for participating; 34 completed the entire course. Of the 34, 32 (94%) identified at least one effective feedback technique, and 27 (79%) were able to define evaluation and recognize observation as the cornerstone of evaluation. Out of the 15 effective feedback characteristics taught, 13 (87%) were identified. Fifty-one participants (98%) rated the program as good/excellent, 52 (100%) wanted more Tuesday's Teaching Tips programs, and the majority recognized change in knowledge and/or skills.
Participants rated the spaced education program as good/excellent and were able to meet the course objectives. This teaching strategy for faculty development was well received, as it was easily accessible and implemented in the clinical learning environment with trainees.
AGGME 要求教师每年参加教师发展课程。该要求的障碍包括教师缺乏时间，并且不认为参与有任何益处。有效的评估和反馈是住院医师培训的重要组成部分。教师通常觉得自己没有准备好提供反馈，而住院医师则发现接受和识别反馈具有挑战性。我们通过电子邮件为教师提供了一个间隔式教育计划，该计划在教学设计中使用了多媒体学习认知理论的解决方案。
该 14 周的计划包括一个微型讲座和 13 个基于技能的教学技巧。每周向教师发送一封电子邮件，其中包含一个技巧，以巩固微型讲座中的知识和技能，供他们在临床环境中与学员一起练习。参与者完成了简短的测验、课程评估和自我反思。新的柯克帕特里克世界模型用于课程评估。
52 名医生参与者获得了参与学分；34 人完成了整个课程。在这 34 人中，有 32 人（94%）确定了至少一种有效的反馈技巧，并且 27 人（79%）能够定义评估并认识到观察是评估的基石。在教授的 15 种有效的反馈特征中，有 13 种（87%）被识别出来。51 名参与者（98%）对该计划的评价为良好/优秀，52 名（100%）希望有更多的周二教学技巧课程，并且大多数人都认识到知识和/或技能的变化。
参与者对间隔式教育计划的评价为良好/优秀，并且能够达到课程目标。这种教师发展的教学策略很受欢迎，因为它易于访问，并且可以在临床学习环境中与学员一起实施。
