Developing medical educators - a mixed method evaluation of a teaching education program

It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. An open prospective interventional study u...

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Bibliographic Details
Published in:Medical education online 2014-01, Vol.19 (1), p.23868-23868
Main Authors: Roos, Marco, Kadmon, Martina, Kirschfink, Michael, Koch, Eginhard, Jünger, Jana, Strittmatter-Haubold, Veronika, Steiner, Thorsten
Format: Article
Language:English
Subjects:
Adult education
Behavior
Child & adolescent psychiatry
Clinical Competence
collaborative feedback
Educational theory
faculty development
Faculty, Medical
Feedback
Female
Full text
Humans
Knowledge
Learning
Male
medical education
medical teacher
Methods
Models, Educational
Qualitative research
Staff Development - organization & administration
Studies
Teachers
Teaching
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Summary:It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations. Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (P
ISSN:1087-2981
1087-2981
DOI:10.3402/meo.v19.23868