Report Broken Links Here
home
contact
|
|
|
|
|
|
|
Report Broken Links Here |
home
contact
|
|
|
|
9th Annual Meeting
July 14-19,
2005
|
|||
Abstract Category: Methods |
Poster ID: M16 |
||||
|
WHAT IS THE IMPACT OF AN INSTITUTION-ENDORSED FACULTY DEVELOPMENT INITIATIVE ON EDUCATIONAL SCHOLARSHIP? Jack R. Scott, Ed.D., M.P.H.*, Sheila W. Chauvin, M.Ed., Ph.D., Tong Yang, M.S. and Geoffrey S. Wiggins, M.S. Office of Medical Education and Research Development, Louisiana State University Health Sciences Center, New Orleans, LA 70112 U.S.A. The Teaching Excellence Workshop Series is a recently inaugurated institution-wide faculty development initiative at Louisiana State University Health Sciences Center-New Orleans to advance educational scholarship among basic science, medicine, public health, nursing, dentistry and allied health faculty. The convenient two-hour workshop topics (e.g., large and small group teaching; test-item writing; teaching portfolios; professionalism; etc) employ interactive, hands-on and reflective teaching formats. Moreover, instructional content is facilitated by basic science faculty leaders and professional medical educators patterned upon Glassick’s 1 quality teaching standards (i.e., clear goals; adequate preparation; appropriate methods; significant results; effective presentation; and reflective critique). We examined overall value and impact on participants’ knowledge, skills and attitudes for teaching using pre-post questionnaires that target self-reported knowledge and self-efficacy ratings on a 5 point Likert scale. Data were examined by Wilcoxon’s signed rank test and by qualitative (content analysis and grounded theory) methods. Our data, to date, suggest that this model is well-received (range of attendance per workshop: 35-55), demonstrates significant (p< 0.0001) increase in faculty perceptions of knowledge, skills and attitudes for teaching as well as improved educational scholarship. Content analysis for open-ended items revealed specific learning and effectiveness with “content” being the most frequently mentioned workshop benefit (mean 19.9). Additional data from remaining workshops will be collected and presented for this conference to further strengthen our model of faculty development educational scholarship. * Glassick CE, Huber MR, Maeroff GI. Scholarship Assessed – Evaluation of the Professoriate. San Francisco, CA: Jossey-Bass, 2000. |
|||||
|
