Teaching effectiveness of surgeons

Cohen, Robert; MacRae, Helen; Jamieson, Christopher

doi:10.1016/s0002-9610(97)89605-5

Cited by 31 publications

(20 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…30,31,34 We demonstrated that low-performing teachers benefited from faculty development more than their topperforming colleagues. Our findings extend the results of a retrospective study of surgeons by Cohen et al, 35 which revealed that good and average teachers had temporally stable scores, but that poor teachers tended to progress. Contrarily, Litzelman et al 14 found that teachers with low baseline ratings from learners experienced less improvement in teaching performance after receiving feedback than teachers with high baseline ratings.…”

Section: Discussionsupporting

confidence: 89%

Success of a Faculty Development Program for Teachers at the Mayo Clinic

Lee¹,

Lee²,

Reed³

et al. 2014

Journal of Graduate Medical Education

View full text Add to dashboard Cite

Background There has been limited research on the improvement of underperforming clinical teachers. Objective To determine whether a faculty development program could improve the evaluations of clinical teachers in an internal medicine residency program. Methods A total of 123 teachers completed faculty development at the Mayo Clinic from 2009 to 2012. The faculty enhancement and education development program (FEED) consists of 6 interactive, small group, 2-hour sessions taught by experienced Mayo Clinic faculty over 1 year. These sessions address the following competencies: asking questions, diagnosing learners, giving feedback, using teaching frameworks, recognizing learning styles, and providing clinical supervision. Resident-of-faculty Mayo teaching effectiveness (MTE) scores have previously demonstrated content, internal structure, and criterion validity. Teachers were grouped into the top 80% or the bottom 20%, according to baseline MTE scores. Mixed linear models were used to compare these groups regarding changes in MTE scores after completion of FEED. Results were adjusted for teacher age, sex, medical specialty, academic rank, and teaching awards. Results For all participants combined, the adjusted MTE scores (mean; standard error) improved from baseline (3.80; 0.04) to completion of FEED (3.93; 0.04; P < .001). However, the bottom 20% had a significantly greater improvement in scores than the top 80% (score-change difference = 0.166, P < .001). Conclusions We describe a low-intensity faculty development intervention that benefited all clinical teachers, but was particularly effective for underperforming teachers in internal medicine. The approach may be suitable for adoption or adaptation in other graduate medical education programs.

show abstract

Section: Discussionsupporting

confidence: 89%

Success of a Faculty Development Program for Teachers at the Mayo Clinic

Lee¹,

Lee²,

Reed³

et al. 2014

Journal of Graduate Medical Education

View full text Add to dashboard Cite

show abstract

“…[19][20][21][22] Studies of clinical teachers, however, have demonstrated an inverse correlation between teaching scores and academic rank. [23][24][25] This may be because higher-ranking faculty members in clinical settings spend more time on research and administrative activities, perhaps at the cost of time and energy that would otherwise be spent developing interpersonal relationships with their learners. 23 The conflicting observations in these studies could reflect the different skills required to give a CME presentation versus teaching in a clinical setting.…”

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

“…Drawing from previous research (Irby & Rakestraw 1981;Irby 1983;Guyatt et al 1993;Cohen et al 1996;James & Osborne 1999;Copeland & Hewson 2000) and relevant articles on effective clinical teaching (Parsell & Bligh 2001;Stark 2003;Sutkin et al 2008;Pratt et al 2009), our objective in this study was to review existing clinical instruments and then develop and test a new clinical teaching assessment instrument (CTAI) that could be applied broadly across all clinical departments to assess clinical teaching contributions, provide feedback to clinical teachers, their department heads, and program directors.…”

Section: Practice Pointsmentioning

confidence: 99%

The development of an instrument to assess clinical teaching with linkage to CanMEDS roles: A psychometric analysis

et al. 2011

View full text Add to dashboard Cite

Background: Assessment of clinical teaching by learners is of value to teachers, department heads, and program directors, and must be comprehensive and feasible.Aims: To review published evaluation instruments with psychometric evaluations and to develop and psychometrically evaluate an instrument for assessing clinical teaching with linkages to the CanMEDS roles.Method: We developed a 19-item questionnaire to reflect 10 domains relevant to teaching and the CanMEDS roles. A total of 317 medical learners assessed 170 instructors. Fourteen (4.4 %) clinical clerks, 229 (72.3%) residents, and 53 (16.7%) fellows assessed 170 instructors. Twenty-one (6.6%) did not specify their position.Results: A mean number of eight raters assessed each instructor. The internal consistency reliability of the 19-item instrument was Cronbach's ¼ 0.95. The generalizability coefficient (Ep

show abstract

Teaching effectiveness of surgeons

Cited by 31 publications

References 6 publications

Success of a Faculty Development Program for Teachers at the Mayo Clinic

Success of a Faculty Development Program for Teachers at the Mayo Clinic

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

The development of an instrument to assess clinical teaching with linkage to CanMEDS roles: A psychometric analysis

Contact Info

Product

Resources

About