Jeffrey G Wong1, Kadria Agisheva. 1. College of Medicine Dean's Office, Medical University of South Carolina, Charleston, SC 29425, USA. wong@musc.edu
Abstract
CONTEXT: Faculty development programmes have proved successful for improving teaching skills. We investigated whether or not a successful US-based faculty development programme for improving the teaching skills of medical faculty could be transported to Russia. METHODS: Five seminars, based on the 7 categories of the Stanford Faculty Development Program model, were presented to 48 teachers at Kazan State Medical University in Kazan, Russia. The seminars were comprised of mini-lectures, reviews of actual videotaped teaching scenario re-enactments, interactive role plays of teaching situations, and personalised goal setting for future teaching performance. Evaluation was performed through participants' self-reported ratings of teaching ability based on a retrospective pretest/post-test questionnaire and fulfilment of commitment of change (CTC) statements written by workshop participants. Outcomes were measured at both 1 and 12 months post-intervention. RESULTS: Survey response rates were 98% (47/48) at 1 month and 81% (39/48) at 12 months. Global teaching performance improved (pretest = 38.4, 1 month post-test = 43.7, 12 months post-test = 42.5; P < 0.001) as did ratings of specific teaching behaviours (pretest = 100.2, 1 month post-test = 121.3, 12 months post-test = 116.8; P < 0.001). A total of 127 CTC statements were made and 90 (71%) were successfully instituted. CONCLUSIONS: Our faculty development intervention demonstrated a positive, lasting effect on the teaching skills of Russian faculty members. This suggests that our efforts in transporting this intervention across the 2 cultures were successful.
CONTEXT: Faculty development programmes have proved successful for improving teaching skills. We investigated whether or not a successful US-based faculty development programme for improving the teaching skills of medical faculty could be transported to Russia. METHODS: Five seminars, based on the 7 categories of the Stanford Faculty Development Program model, were presented to 48 teachers at Kazan State Medical University in Kazan, Russia. The seminars were comprised of mini-lectures, reviews of actual videotaped teaching scenario re-enactments, interactive role plays of teaching situations, and personalised goal setting for future teaching performance. Evaluation was performed through participants' self-reported ratings of teaching ability based on a retrospective pretest/post-test questionnaire and fulfilment of commitment of change (CTC) statements written by workshop participants. Outcomes were measured at both 1 and 12 months post-intervention. RESULTS: Survey response rates were 98% (47/48) at 1 month and 81% (39/48) at 12 months. Global teaching performance improved (pretest = 38.4, 1 month post-test = 43.7, 12 months post-test = 42.5; P < 0.001) as did ratings of specific teaching behaviours (pretest = 100.2, 1 month post-test = 121.3, 12 months post-test = 116.8; P < 0.001). A total of 127 CTC statements were made and 90 (71%) were successfully instituted. CONCLUSIONS: Our faculty development intervention demonstrated a positive, lasting effect on the teaching skills of Russian faculty members. This suggests that our efforts in transporting this intervention across the 2 cultures were successful.
Authors: Bulat A Ziganshin; Mitra Sadigh; Liliya M Yausheva; Anna P Ziganshina; Arseniy A Pichugin; Alexey S Sozinov; Nail Kh Amirov; Asghar Rastegar; Ayrat U Ziganshin; Majid Sadigh Journal: BMC Med Educ Date: 2017-01-25 Impact factor: 2.463
Authors: Ryan A Meverden; Jason H Szostek; Saswati Mahapatra; Cathy D Schleck; Jayawant N Mandrekar; Thomas J Beckman; Christopher M Wittich Journal: BMC Med Educ Date: 2018-06-04 Impact factor: 2.463