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
