BACKGROUND AND OBJECTIVES: To meet a need for primary care teachers, the Bureau of Health Professions funds faculty development programs for primary care preceptors. The purpose of this study was to determine how graduates of our faculty development program identified its long-term effect on professional outcomes. METHODS: Our program was a year-long series of five weekend workshops focusing on the preparation of preceptors to teach curricular areas relatively new to medical education--evidence-based medicine, teaching skills, technology tools, doctor-patient communication, quality improvement, and advocacy. Participants included physicians in community-based practices and university-based physicians. We surveyed the first 100 graduates of our program about professional and academic outcomes they attributed to program participation. Outcomes were categorized using the Kirkpatrick evaluation model; open-ended comments were analyzed thematically. RESULTS: Eighty responses were received (80% response rate). Ninety percent of respondents were teaching medical students and residents. Outcomes attributed to the program included improvement in teaching skills, improvement in clinical skills, intrapersonal growth and increased self-confidence, and increased interdisciplinary networking and mentoring. Ninety-one percent had recommended the program to others. CONCLUSIONS: Graduates identified positive outcomes and found the fellowship useful for developing the skills and self-confidence required of teachers. This training may be valuable for teachers in today's learning environment.
BACKGROUND AND OBJECTIVES: To meet a need for primary care teachers, the Bureau of Health Professions funds faculty development programs for primary care preceptors. The purpose of this study was to determine how graduates of our faculty development program identified its long-term effect on professional outcomes. METHODS: Our program was a year-long series of five weekend workshops focusing on the preparation of preceptors to teach curricular areas relatively new to medical education--evidence-based medicine, teaching skills, technology tools, doctor-patient communication, quality improvement, and advocacy. Participants included physicians in community-based practices and university-based physicians. We surveyed the first 100 graduates of our program about professional and academic outcomes they attributed to program participation. Outcomes were categorized using the Kirkpatrick evaluation model; open-ended comments were analyzed thematically. RESULTS: Eighty responses were received (80% response rate). Ninety percent of respondents were teaching medical students and residents. Outcomes attributed to the program included improvement in teaching skills, improvement in clinical skills, intrapersonal growth and increased self-confidence, and increased interdisciplinary networking and mentoring. Ninety-one percent had recommended the program to others. CONCLUSIONS: Graduates identified positive outcomes and found the fellowship useful for developing the skills and self-confidence required of teachers. This training may be valuable for teachers in today's learning environment.
Authors: Hamza Mohammad Abdulghani; Mohammad Irshad; Shafiul Haque; Tauseef Ahmad; Kamran Sattar; Mahmoud Salah Khalil Journal: PLoS One Date: 2017-10-10 Impact factor: 3.240