Enhancing teaching effectiveness and vitality in the ambulatory setting

Skeff, Kelley M.

doi:10.1007/bf02600249

Cited by 129 publications

(76 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…That is, when participants were given simple descriptions (e.g., give both positive and constructive comments and list specific behaviors), they were willing and able to generate meaningful balanced and behavior-specific feedback, which is regarded as essential for improving both teaching in general and CME in particular. [1][2][3][4][5] This study finding has improved our method for collecting narrative comments at Mayo Clinic CME meetings, and shows some potential for arming CME presenters with information to improve their skills. However, our study findings may be useful only to the extent that CME presenters seriously reflect on the feedback that they receive, as it has been shown that reflection on assessment feedback is an important step towards understanding, accepting and applying feedback among physicians.…”

Section: Discussionmentioning

confidence: 99%

Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed-Methods Study

et al. 2011

View full text Add to dashboard Cite

BACKGROUND: Feedback is essential for improving the skills of continuing medical education (CME) presenters. However, there has been little research on improving the quality of feedback to CME presenters. OBJECTIVES: To validate an instrument for generating balanced and behavior-specific feedback from a national cross-section of participants to presenters at a large internal medicine CME course. DESIGN, SETTING, AND PARTICIPANTS: A prospective, randomized validation study with qualitative data analysis that included all 317 participants at a Mayo Clinic internal medicine CME course in 2009. MEASUREMENTS: An 8-item (5-point Likert scales) CME faculty assessment enhanced study form (ESF) was designed based on literature and expert review. Course participants were randomized to a standard form, a generic study form (GSF), or the ESF. The dimensionality of instrument scores was determined using factor analysis to account for clustered data. Internal consistency and interrater reliabilities were calculated. Associations between overall feedback scores and presenter and presentation variables were identified using generalized estimating equations to account for multiple observations within talk and speaker combinations. Two raters reached consensus on qualitative themes and independently analyzed narrative entries for evidence of balanced and behavior-specific comments. RESULTS: Factor analysis of 5,241 evaluations revealed a uni-dimensional model for measuring CME presenter feedback. Overall internal consistency (Cronbach alpha=0.94) and internal consistency reliability (ICC range 0.88-0.95) were excellent. Feedback scores were associated with presenters' academic ranks (mean score): Instructor (4.12), Assistant Professor (4.38), Associate Professor (4.56), Professor (4.70) (p=0.046). Qualitative analysis revealed that the ESF generated the highest numbers of balanced comments (GSF=11, ESF = 26; p = 0.01) and behavior-specific comments (GSF=64, ESF=104; p=0.001). CONCLUSIONS: We describe a practical and validated method for generating balanced and behavior-specific feedback for CME presenters in internal medicine. Our simple method for prompting course participants to give balanced and behavior-specific comments may ultimately provide CME presenters with feedback for improving their presentations.

show abstract

Section: Discussionmentioning

confidence: 99%

Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed-Methods Study

et al. 2011

View full text Add to dashboard Cite

show abstract

“…Clinical teachers are expected to address a wide range of educational goals (knowledge, attitudes, and skills); to work with learners who vary greatly in their experience and abilities (students through fellows); to use a variety of teaching methods (lecturing, small-group discussion, and one-on-one teaching); and to teach in different settings (inpatient, outpatient, and lecture hall). [3][4][5] Moreover, clinical teaching is commonly compounded by the simultaneous requirement to deliver patient care. Given this complexity, clinical teachers need to be prepared with as many teaching skills as possible.…”

mentioning

confidence: 99%

Faculty development a resource for clinical teachers

et al. 1997

View full text Add to dashboard Cite

“…Their initial success sparked efforts to augment the feedback behaviors of resident teachers 3 and those who supervise in the outpatient setting. 4 Local programs are now commonplace. If they are unavailable, regional and national programs exist.…”

Section: Words Hard To Say and Hard To Hearmentioning

confidence: 99%

“…Authors have advised clinical teachers to create an unthreatening learning climate and to provide learners with feedback that is relevant, understandable, descriptive, verifiable, comparative, specific, focused on behaviors, nonjudgmental, ongoing, timely, limited but sufficient, reciprocal, unfinalized, and impactive with an action plan for improvement. [1][2][3][4]6 This long list can bog down even the best teachers. A more facile, verified approach is needed.…”

Section: Words Hard To Say and Hard To Hearmentioning

confidence: 99%

Words hard to say and hard to hear

Spickard

1998

J Gen Intern Med

View full text Add to dashboard Cite

Enhancing teaching effectiveness and vitality in the ambulatory setting

Cited by 129 publications

References 15 publications

Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed-Methods Study

Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed-Methods Study

Faculty development a resource for clinical teachers

Words hard to say and hard to hear

Contact Info

Product

Resources

About