TY - JOUR
T1 - Long-term follow-up of a longitudinal faculty development program in teaching skills
AU - Knight, Amy M.
AU - Cole, Koran A.
AU - Kern, David E.
AU - Barker, L. Randol
AU - Kolodner, Ken
AU - Wright, Scott M.
N1 - Funding Information:
We are grateful to Mrs. Darilyn Rohlfing for her administrative support of the project. This work was presented at the Annual Meeting of the Society of General Internal Medicine on May 14, 2004. Dr. Wright is an Arnold P. Gold Foundation Associate Professor of Medicine. The JHFDP/TS is supported by the Health Resources and Services Administration, Grant #5 D55HP00049-05-00.
PY - 2005/8
Y1 - 2005/8
N2 - BACKGROUND: The long-term impact of longitudinal faculty development programs (FDPs) Is not well understood. OBJECTIVE: To follow up past participants in the Johns Hopkins Faculty Development Program in Teaching Skills and members of a comparison group in an effort to describe the long-term Impact of the program. DESIGN AND PARTICIPANTS: In July 2002, we surveyed all 242 participants in the program from 1987 through 2000, and 121 members of a comparison group selected by participants as they entered the program from 1988 through 1995. MEASUREMENTS: Professional characteristics, scholarly activity, teaching activity, teaching proficiency, and teaching behaviors. RESULTS: Two hundred participants (83%) and 99 nonparticipants (82%) responded. When participants and nonparticipants from 1988 to 1995 were compared, participants were more likely to have taught medical students and house officers in the last year (both P<.05). Participants rated their proficiency for giving feedback more highly (P<.05). Participants scored higher than nonparticipants for 14 out of 15 behaviors related to being learner centered, building a supportive learning environment, giving and receiving feedback, and being effective leaders, half of which were statistically significant (P<.05). When remote and recent participants from 1987 through 2000 were compared with each other, few differences were found. CONCLUSIONS: Participation in the longitudinal FDP was associated with continued teaching activities, desirable teaching behaviors, and higher self-assessments related to giving feedback and learner centeredness. Institutions should consider supporting faculty wishing to participate in FDPs in teaching skills.
AB - BACKGROUND: The long-term impact of longitudinal faculty development programs (FDPs) Is not well understood. OBJECTIVE: To follow up past participants in the Johns Hopkins Faculty Development Program in Teaching Skills and members of a comparison group in an effort to describe the long-term Impact of the program. DESIGN AND PARTICIPANTS: In July 2002, we surveyed all 242 participants in the program from 1987 through 2000, and 121 members of a comparison group selected by participants as they entered the program from 1988 through 1995. MEASUREMENTS: Professional characteristics, scholarly activity, teaching activity, teaching proficiency, and teaching behaviors. RESULTS: Two hundred participants (83%) and 99 nonparticipants (82%) responded. When participants and nonparticipants from 1988 to 1995 were compared, participants were more likely to have taught medical students and house officers in the last year (both P<.05). Participants rated their proficiency for giving feedback more highly (P<.05). Participants scored higher than nonparticipants for 14 out of 15 behaviors related to being learner centered, building a supportive learning environment, giving and receiving feedback, and being effective leaders, half of which were statistically significant (P<.05). When remote and recent participants from 1987 through 2000 were compared with each other, few differences were found. CONCLUSIONS: Participation in the longitudinal FDP was associated with continued teaching activities, desirable teaching behaviors, and higher self-assessments related to giving feedback and learner centeredness. Institutions should consider supporting faculty wishing to participate in FDPs in teaching skills.
KW - Faculty development
KW - Feedback
KW - Learner centeredness
KW - Teaching skills
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U2 - 10.1111/j.1525-1497.2005.0145.x
DO - 10.1111/j.1525-1497.2005.0145.x
M3 - Review article
C2 - 16050881
AN - SCOPUS:23744481902
SN - 0884-8734
VL - 20
SP - 721
EP - 725
JO - Journal of general internal medicine
JF - Journal of general internal medicine
IS - 8
ER -