Evaluation of a Faculty Development Program Aimed at Increasing Residents' Active Learning in Lectures

Abstract

Background Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Methods Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Results Responses to the workshop questionnaire (n = 32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P = .02) and solicited justifications for answers (P = .01). Conclusion A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

“…Beyond this initial introduction, it may be necessary to facilitate formal faculty training and to provide faculty members with appropriate leave time to create materials (2). Evidence suggests that faculty members participating in professional development programs are more likely to effectively integrate active learning strategies into lecture (10). Additionally, given the busy schedule of a modern faculty member, administrative support through appropriate scheduling may be crucial to the successful adoption of active learning in the classroom.…”

Implementing a Virtual Flipped Classroom in a Rheumatology Fellowship Program

“…Based on this evidence, we believe that the validity argument supports this instrument's use for our purposes; however, additional validity evidence is needed to prove that the score reflects meaningful performance in a real‐life setting (21). Future studies assessing expert–novice comparisons and correlating results of the active learning score with tests measuring similar constructs (such as the direct observers instrument used within the pediatric community) could serve this purpose (22).…”

Active Teaching and Learning Strategies in Medical Education: Perception and Barriers among Faculty Members at Oman Medical College,Sohar/Bowshar Sultanate of Oman

“…Our faculty showed the strategies mainly used for teaching and learning in small groups but they have least interest in quiz and transparencies. Small group teaching offers active participation of learners, increase the teamwork ability, retention of knowledge, enhance transfer of concepts to new problems, increase student interest, and improve the self-directed learning and critical skills 22,23 .…”