SubmissionId 60289

Accepted Type
Oral

Code
OE1-1-2

Acceptance Declaration
Accept

Additional Information
Yes, I have/had in the past 2 years, a financial interest, arrangement, or affiliation with one or more organizations that could be perceived as a direct/indirect conflict of interest in the context/content of the subject of this or any other presentation.

Was this work accepted for CCME 2020?
yes

Category
General Call (Workshop, Oral Presentation, Poster Presentation)

Type
Oral

Sub Type
Education Research

Will the presenter be a:
Other

Presenter Other
CEPD Research Staff

Affiliation

Considered for Poster
no

Title
Learner driven faculty development

Length of Presentation

Background/Purpose
Medical education experts suggest learner evaluations often do not significantly change faculty's teaching. Providing faculty development to distributed preceptors can be challenging. This project links concepts from quality improvement, communities of practice, and reflection on education practice to assess the impact of a workshop using learner evaluations to stimulate teaching improvements.

Methods
A faculty development workshop based on grouped, anonymized evaluations was offered to Northern Ontario Local Education Groups (LEGs). LEGs are key to delivering undergraduate and postgraduate educational activities at NOSM and function as communities of practice. Participants reviewed strengths and areas for improvement; discussed individual and group-based improvement strategies; and completed intention to change declarations. Follow-up surveys and interviews assessed impact.

Results
Eleven workshops with LEG membership of 291 representing 25% of NOSM's clinical faculty participated, including rural and urban LEGs; small and large LEGs; family medicine and specialty LEGs. Common themes such as improving learning orientation and providing regular feedback emerged across multiple LEGs. Weaknesses unique to specific LEGs were also identified including appropriate response to learners' negative experiences and how to manage patients with learners. Outcomes include individual faculty changes (e.g. eliciting feedback; clarifying learning objectives) and LEG-based changes (e.g. new tools, processes, assessments). Faculty responded positively and report increased awareness of their LEG as a Community of Practice.

Conclusion
Learner evaluations provide opportunities to engage faculty individually and within a community of practice to implement meaningful improvements to their teaching practices.

Keyword 1
Communities of Practice

Keyword 2
Faculty evaluations

Keyword 3
Quality Improvement

Level of Training
CPD (faculty development, CME)

Abstract Themes
Faculty Development

Additional Theme (First choice)
Distributed Medical Education

Additional Theme (Second Choice)
Professionalism

Additional Theme (Third Choice)

Authors
Presenter
    Clare Cook
    James Goertzen

Term 1
Yes

Term 2
Yes

Term 3
Yes

Term 4
Yes

Term 5
Yes
x

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