Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician

Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician

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Introduction The authors developed and evaluated a faculty development program on clinical ut solution gel for cats teaching skills to address barriers to participation and to impact teaching behaviors.Methods Four one-hour workshops were implemented over five months.Evaluation included participant satisfaction and pre/post self-assessment.Pre/post faculty teaching ratings by trainees were compared.

Results A total of 82% of faculty ( N = 41) attended.Participants rated workshops highly (mean, 4.43/5.00).

Self-assessment of skills and comfort with teaching activities improved.A total of 59% of residents and 40% of fellows felt that teaching received from participating faculty was highly effective.The majority observed targeted teaching behaviors by the faculty.Teaching ratings improved after the workshops ( P = 0.

042).Conclusion Our series of short workshops during a standing conference time was associated with increased self-assessed skill and comfort and an increase in faculty ratings on teaching evaluations.Effective faculty development programs can be implemented in flexible dea eyewear formats and overcome common barriers to participation.