Submission ID 77496
| Code | P44 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Poster |
| Will the presenter be a: | Other |
| Presenter Other | Evaluation Specialist |
| Title | Integrated Video Simulation and Role Play: Exploring A Novel Faculty Development Approach to Teach Assessment and Feedback Skills. |
| Background/Purpose | Delivery of effective feedback is an essential teaching skill, often described by faculty and students as an area of weakness. When faculty development is offered turnout is frequently poor. To address this, a novel workshop was designed incorporating video simulations and role plays specific to each specialty's Entrustable Professional Activities. This study explored participant experience of the workshop. |
| Methods | In this qualitative single-case study design, workshops were delivered to postgraduate teaching faculty at a Canadian medical school. Attendees completed a post-workshop evaluation and were invited to participate in a semi-structured group interview (grouped by specialty). Interview transcripts were analyzed using reflexive thematic analysis, and themes were identified by consensus. |
| Results | Workshops were held with faculty from psychiatry, critical care, emergency medicine, and radiation oncology. Of eighty attendees (66 faculty, 14 residents), 33 completed an evaluation, and eight faculty attendees (representing each specialty) participated in interviews. Overall, feedback was positive, and four themes were identified: Feedback is hard, but necessary; Customization promotes authenticity; Learning from and with each other is valuable; and Experiential learning is vital. |
| Discussion | This well-received workshop was inexpensive and easily implemented using in-house resources. It was clear that customization of content appealed to attendees, and fostered engagement. Additionally, our findings suggest that well-known facilitators of adult learning, specifically peer and experiential learning and relevancy of content, enhance participant experience. These concepts should be considered when designing and implementing faculty development. |
| Keyword 1 | Feedback |
| Keyword 2 | Faculty development |
| Keyword 3 | Simulation |
| Abstract content most relevant to: (check all that apply) | Continuing Professional Development (CPD) (faculty development, CME) |
| Abstract Track - First Choice | Faculty Development |
| Authors | Mandy Esliger Mark Bosma Cheryl Murphy Mandy Esliger Qendresa Sahiti |
