A triangulation model for assessment of change in classroom behavior of medical teachers participating in faculty development program on lecturing skills.
Scott Med J
; 68(1): 32-36, 2023 Feb.
Article
em En
| MEDLINE
| ID: mdl-36203402
ABSTRACT
BACKGROUND & AIMS:
We utilized a triangulation method of a faculty development program's (FDP) evaluation comprising short-course workshops on classroom behaviors and lecturing skills of basic sciences faculty in a medical school. METHODS &RESULTS:
This study utilized data from the pre and post evaluation of classroom lectures by an expert observer. Course participants were observed before the inception of a 4-month FDP and after 6-months of program completion. Findings at 6-month post-FDP interval were supplemented with students' and participant's self-evaluation. Expert evaluation of 15 participants showed that more participants were summarizing lectures at the end of their class (p = 0.021), utilizing more than one teaching tool (p = 0.008) and showing a well-structured flow of information (p = 0.013). Among the students, majority (95.5%, n = 728) agreed on "teachers were well-prepared for the lecture", however, a low number (66.1%, n = 504) agreed on "teachers were able to make the lecture interesting". On self-evaluation (n = 12), majority of the participants (91.7%, n = 11) thought these FDP workshops had a positive impact on their role as a teacher.CONCLUSIONS:
Gathering feedback from multiple sources can provide a more holistic insight into the impact of an FDP and can provide a robust framework for setting up future FDP targets.Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Temas RHS:
Educacion
Base de dados:
MEDLINE
Assunto principal:
Estudantes de Medicina
/
Educação de Graduação em Medicina
Tipo de estudo:
Prognostic_studies
Limite:
Humans
Idioma:
En
Revista:
Scott Med J
Ano de publicação:
2023
Tipo de documento:
Article
País de afiliação:
Paquistão