Developing medical educators – a mixed method evaluation of a teaching education program

dc.creator	Marco Roos
dc.creator	Martina Kadmon
dc.creator	Michael Kirschfink
dc.creator	Eginhard Koch
dc.creator	Jana Jünger
dc.creator	Veronika Strittmatter-Haubold
dc.creator	Thorsten Steiner
dc.date	2014-03-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:54Z
dc.date.available	2015-08-12T11:20:54Z
dc.identifier	1087-2981
dc.identifier	10.3402/meo.v19.23868
dc.identifier	https://doaj.org/article/91c4794a2cd749d0949a2c9b0984f988
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28585
dc.description	Background: It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. Methods: An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) ‘Reaction’ on a professional and emotional level using standardized questionnaires; 2) ‘Learning’ applying a multiple choice test; 3) ‘Behavior’ by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) ‘Results’ from student evaluations. Results: Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (P<0.001) as deduced from a pre-post multiple-choice questionnaire, which was retained at 6 months (P<0.001). 3) Behavior: Peer-, self-, and expert-assessment indicated a transfer of learning into teaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students’ evaluations. Conclusions: Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.
dc.language	English
dc.publisher	Co-Action Publishing
dc.relation	http://med-ed-online.net/index.php/meo/article/download/23868/pdf_1
dc.relation	https://doaj.org/toc/1087-2981
dc.rights	CC BY
dc.source	Medical Education Online, Vol 19, Iss 0, Pp 1-8 (2014)
dc.subject	faculty development
dc.subject	medical education
dc.subject	medical teacher
dc.subject	educational theory
dc.subject	collaborative feedback
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.title	Developing medical educators – a mixed method evaluation of a teaching education program
dc.type	article