Teaching teams to teach: Program evaluation results from an interprofessional faculty development program in academic family medicine

Kopansky-Giles, Deborah; Peranson, Judith; Ghavam-Rassoul, Abbas; Slater, Morgan

doi:10.5334/ijic.3646

Cited by 2 publications

(1 citation statement)

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“…Kirkpatrick's four-level model of evaluation is a multi-tiered approach and it was used to evaluate the workshop series (Kirkpatrick, 2007;Kirkpatrick & Kirkpatrick, 2006). This evaluation tool has been adapted for use in higher education and other disciplinary areas (Kopansky-Giles, 2017;Praslova, 2010). The four levels of evaluation are: (1) a reaction level, (2) a learning level, (3) a behavioral level, and (4) a results level (Kirkpatrick, 2007;Kirkpatrick & Kirkpatrick, 2006).…”

Section: Evaluation Approachmentioning

confidence: 99%

Sustaining the Academic Pipeline: A Professional Development Workshop Series for Academics of Color

Behnken

Hurt

Bartel

et al. 2023

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Land-grant institutions were designed to improve the lives of individuals and communities by removing barriers to education. However, despite years of effort to address the lack of scholars of color at these institutions, disparities have persisted. Many graduate students and faculty of color have reported that the workshops meant to diversify academia at their institutions did not speak to their unique experiences or challenges. Ultimately, this contributed to their decision to be less engaged in their institutions or leave academia. Using components of the Kirkpatrick model of evaluation (Kirkpatrick, 2007), the authors evaluate a professional development workshop series created by an interdisciplinary team of Black women faculty and staff at a historically white, land-grant, research 1 (R1) university in the Midwest. This series was designed to address the unique experiences of scholars of color. Six graduate students and two faculty members evaluated the workshop series through semi-structured qualitative interviews. Participants describe their decision-making processes to come to a historically white institution, their mentoring experiences, and the impact of a lack of diverse peers and feelings of isolation. Implications for evaluation and practice are discussed.

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