Factorial validation of a widely disseminated educational framework for evaluating clinical teachers

Abstract

Factor analysis of student ratings validated the seven-category SFDP framework. An abbreviated instrument to measure the seven categories is described. Results suggest that students may not systematically distinguish between their teachers' knowledge and their teachers' ability to promote self-directed learning, an important finding for both administrators and faculty development programs.

Development and evaluation of a questionnaire to evaluate clinical dental teachers (ECDT)

“…11 The validity of the SFDP framework based on educational and psychological theories of clinical learning was extremely valuable in guiding the development process. 9 In addition, the medical literature was valuable in generating an item pool which was further enhanced by focus groups discussion with clinical dental students and faculty staff. In the development process, although it is time consuming, it is imperative to include as wide a range of views as possible (consumers, stakeholders and providers of dental education) in ensuring that items tap relevant aspects of the attribute they are intended to measure.…”

“…One innovative and widely used framework within medical education has been the Stanford Faculty Development Program (SFDP) based on seven domains of clinical teaching: (i) learning climate, (ii) control of sessions, (iii) communication of goals, (iv) promoting understanding and retention, (v) evaluation, (vi) feedback, (vii) promotion of self-directed learning. 9 The categories are based on educational and psychological theories of learning and empirical observation of clinical teaching.…”

The Diagnosis, Prognosis, and Treatment of Medical Uncertainty

“…A faculty member's willingness to disclose gaps in his or her own knowledge, and then demonstrate how to find answers to questions, has been shown to be an independent predictor of effective teaching. 26 The simple verbal acknowledgment of the certainty of uncertainty has the potential to improve health care practice, improve physician-patient communication, and prepare learners for the realities of medicine. 4,5,7 In 1 of the few empirical studies focusing on facilitating uncertainty, use of the learner-centered presentation technique known as SNAPPS (Summarize relevant patient history and findings; Narrow the differential; Analyze the differential; Probe the preceptor about uncertainties; Plan management; and Select case-related issues for self-study) increased the frequency of expressions of uncertainty during clinical rounds.…”

“…26 Recognize that case presentations are often a rich source of expressions of uncertainty. Encourage learners to use the SNAPPS model for case presentations 26 and consider reflective writing assignments.…”

“…26 Recognize that case presentations are often a rich source of expressions of uncertainty. Encourage learners to use the SNAPPS model for case presentations 26 and consider reflective writing assignments. 27 Assess one's own attitude to and increase awareness of uncertainty by taking a self-assessment using the PRU scale.…”