Validation of the 25-Item Stanford Faculty Development Program Tool on Clinical Teaching Effectiveness

Mintz, Marcy; Southern, Danielle; Ghali, William A.

doi:10.1080/10401334.2015.1011645

Cited by 15 publications

(19 citation statements)

References 26 publications

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“…Of the 41 included articles, 26 were conducted in the United States (9, 10, 25, 26, 28-31, 33-36, 38-40, 44-48, 50-52, 56, 59) , three in Canada (8,11,54) , two in Taiwan (42,43) , two in Iran (27) , and one each in Thailand (57) , Ethiopia (53) ,Saudi (24) , Brazil (37) , Australia (49) , Sweden (58) , Belgium (55) and the United Kingdom (32) . Seventeen were based on preceptorship/education in medicine (10, 31, 32, 35, 44, 46, 50-52, 54-56, 58-60) , twelve in pharmacy (9, 11, 24-26, 30, 33, 34, 36, 38, 53, 57) , and eleven in nursing (8,27,28,37,(40)(41)(42)(43)(47)(48)(49) and one in dentistry (45) .…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Seventeen were based on preceptorship/education in medicine (10, 31, 32, 35, 44, 46, 50-52, 54-56, 58-60) , twelve in pharmacy (9, 11, 24-26, 30, 33, 34, 36, 38, 53, 57) , and eleven in nursing (8,27,28,37,(40)(41)(42)(43)(47)(48)(49) and one in dentistry (45) . There were twelve quantitative studies (25,26,30,33,35,39,46,47,49,53,57) , ten qualitative studies (29,34,37,41,42,44,45,48,58,59) , three mixed methods (43,50,51) , four descriptive papers that did not report results (36,38,40,56) , five papers concerned with validity testing (28,31,52,54,55) and seven papers describing consensus building, three with Delphi approaches (...…”

Section: Study Characteristicsmentioning

confidence: 99%

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Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

Bartlett

Luca

et al. 2020

Preprint

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Background: In healthcare, preceptors act as a role model and supervisor, thereby facilitating the socialisation and development of the preceptee into a professional fit to practice. To ensure a consistent approach to every preceptorship experience, preceptor competencies should be measured or assessed to ensure that the desired outcomes are achieved. Defining these would ensure quality management and could inform development of an preceptor competency framework.This review aimed to evaluate the evidence for preceptor competencies and assessment in health professions.Methods: This study followed the PRISMA ScR scoping review guidelines. A database search was conducted in Embase, Medline, CINAHL and IPA in 2019. Articles were included if they defined criteria for competency, measured or assessed competency, or described performance indicators of preceptors. A modified GRADE CERQual approach and CASP quality assessment were used to appraise identified competencies, performance indicators and confidence in evidence. Results: Forty one studies identified 17 evidence-based competencies, of which 11 had an associated performance indicator. The competency of preceptors was most commonly measured using a preceptee completed survey (moderate to high confidence as per CERQual), followed by preceptor self-assessment, and peer-assessment. Preceptee outcomes as a measure of preceptor performance had good but limited evidence. Conclusions: Competencies with defined performance indicators allow for effective measurement and may be modifiable with training. To measure preceptor competency, the preceptor perspective, as well as peer and preceptee assessment is recommended. These findings can provide the basis for a common preceptor competency framework in health professions.

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Section: Study Characteristicsmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

Bartlett

Luca

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Only one study linked the quality of the preceptor with a preceptee outcome; preceptees with a perceived higher preceptor quality performed better in their exams (36) . Table 2 describes Moderate to high Peer observed practice 32,35,44,61 Peer observed simulation 33 Preceptor self-evaluation survey 28,45,55,59 Preceptee survey 6,28,35,55,59 9 -Role model practitioner [6][7][8]26,27,31,32,34,35,[43][44][45][46]48,50,51,61 Moderate to high Peer observed practice 32,35,38,44,61 Preceptor self-evaluation survey 28,38,45 Preceptee survey 6,28,38,48 -Adapts to the learning needs of students 8,9,32,…”

Section: Competencies and Methods Of Assessment Of Preceptorsmentioning

confidence: 99%

“…Of the 41 included articles, 26 were conducted in the United States (6, 7, 22, 23, 25-28, 30-33, 35-37, 41-45, 7 47-49, 53, 56) , three in Canada (5,8,51) , two in Taiwan (39,40) , two in Iran (24) , and one each in Thailand (54) , Ethiopia (50) ,Saudi (21) , Brazil (34) , Australia (46) , Sweden (55) , Belgium (52) and the United Kingdom (29) . Seventeen were based on preceptorship/education in medicine (7, 28, 29, 32, 41, 43, 47-49, 51-53, 55-57) , twelve in pharmacy (6, 8, 21-23, 27, 30, 31, 33, 35, 50, 54) , and eleven in nursing (5,24,25,34,(37)(38)(39)(40)(44)(45)(46) and one in dentistry (42) .…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Seventeen were based on preceptorship/education in medicine (7, 28, 29, 32, 41, 43, 47-49, 51-53, 55-57) , twelve in pharmacy (6, 8, 21-23, 27, 30, 31, 33, 35, 50, 54) , and eleven in nursing (5,24,25,34,(37)(38)(39)(40)(44)(45)(46) and one in dentistry (42) . There were twelve quantitative studies (22,23,27,30,32,36,43,44,46,50,54) , ten qualitative studies (26,31,34,38,39,41,42,45,55,56) , three mixed methods (40,47,48) , four descriptive papers that did not report results (33,35,37,53) , five papers concerned with validity testing (25,28,49,51,52) and seven papers describing consensus building, three with Delphi approaches…”

Section: Study Characteristicsmentioning

confidence: 99%

See 1 more Smart Citation

Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

Bartlett

Um²,

Luca

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: In healthcare, preceptors act as a role model and supervisor, thereby facilitating the socialisation and development of the preceptee into a professional fit to practice. To ensure a consistent approach to every preceptorship experience, preceptor competencies should be measured or assessed to ensure that the desired outcomes are achieved. Defining these would ensure quality management and could inform development of an preceptor competency framework. This review aimed to evaluate the evidence for preceptor competencies and assessment in health professions.Methods: This study followed the PRISMA ScR scoping review guidelines. A database search was conducted in Embase, Medline, CINAHL and IPA in 2019. Articles were included if they defined criteria for competency, measured or assessed competency, or described performance indicators of preceptors. A modified GRADE CERQual approach and CASP quality assessment were used to appraise identified competencies, performance indicators and confidence in evidence.Results: Forty one studies identified 17 evidence-based competencies, of which 11 had an associated performance indicator. The competency of preceptors was most commonly measured using a preceptee completed survey (moderate to high confidence as per CERQual), followed by preceptor self-assessment, and peer-assessment. Preceptee outcomes as a measure of preceptor performance had good but limited evidence.Conclusions: Competencies with defined performance indicators allow for effective measurement and may be modifiable with training. To measure preceptor competency, the preceptor perspective, as well as peer and preceptee assessment is recommended. These findings can provide the basis for a common preceptor competency framework in health professions.

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A behaviorally anchored assessment tool for bedside teaching in the emergency department

Ijaz

Stull

McDonough

et al. 2022

AEM Education and Training

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Evaluating a resident's development as a bedside educator in the emergency department (ED) is challenging. Teaching consults, where trainees are observed and assessed in their teaching skills, have been used to improve bedside teaching. Within emergency medicine, there are a few assessment tools to evaluate a clinician's bedside teaching, with the majority focusing on faculty. A user‐friendly assessment tool adapted to the ED that emphasizes behaviorally anchored, milestone‐based evaluations for residents has yet to be developed. We sought to develop such an assessment tool for evaluating residents' bedside teaching in the ED. Using a nominal‐group consensus‐building technique, we derived the bedside teaching assessment tool. The consensus‐building panel was composed of clinician‐educators with extensive experience in resident education. The teaching consult process consisted of the consultant, a faculty member with a focus in medical education, directly observing a resident's bedside teaching throughout their shift while filling out the evaluation form based on observed behaviors. A total of 35 consults were provided to 30 individual residents. The mean (±SD) scores for the 35 consults for the learning climate, content teaching, supervision, feedback and evaluation, and self‐assessment were 3.84 (±0.75), 3.56 (±0.58), 3.70 (±0.60), 3.64 (±0.77), and 3.92 (±0.45), respectively. The median scores for the above domains were 4, 3.5, 4, 3.5, and 4, respectively. The tool has acceptable internal consistency with a Cronbach's alpha of 0.723 (95% CI 0.469–0.839). Eleven of 13 (85%) residents who provided feedback agreed or strongly agreed that the quantitative feedback provided by the assessment tool was useful. Twelve of 13 (92%) residents found the consultation process to be unobtrusive to their clinical performance. In conclusion, this novel behaviorally anchored assessment tool for bedside teaching can serve as a useful adjunct to a teaching consult and provide useful feedback for the development of residents' bedside teaching skills.

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Validation of the 25-Item Stanford Faculty Development Program Tool on Clinical Teaching Effectiveness

Cited by 15 publications

References 26 publications

Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

A behaviorally anchored assessment tool for bedside teaching in the emergency department

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