Faculty Development

1. GENERAL DESCRIPTION

Thème
Faculty Development

Aims

Development of Faculty teaching and feedback skills in the clinical setting

- To assess the impact of training program on Faculty teaching and feedback skills in the clinical setting

2. Involvement of medical students as simulated residents in OSTEs (an Objective Structured Teaching Exercise)

- To explore if contributing to OSTE influences medical students’ professional identity development

- To assess to which extent medical students’ perceptions matched objective analysis regarding the quality of the received feedback and what they learned about feedback

Persons involved :

UDREM-UNIGE

Noëlle Junod Perron

Marie-Claude Audetat

Nadia Bajwa

Mathieu Nendaz

HUG

Nadia Bajwa

Melissa Dominicé Dao

Manuella Epiney

Thomas Fassier

Hélène Richard Lepouriel

Supported by :

Fondation privée des HUG (2015-2017) (2018-2010)

2. Résultats :

Research Question: To test whether a personalized coaching versus guided self-reflection format of a faculty development program was more effective at improving faculty participants’ skills and self-efficacy

Offering a faculty-development program using OSTEs that is contextualized, provides multiple opportunities improve teaching and feedback skill such as exploring learning needs, stimulating self-assessment, checking understanding. Both groups improves their overall self-reported self-efficacy and teaching skills.

Under submission

Research Question: to assess to which extent medical students’ perceptions matched objective analysis regarding the quality of the received feedback and what they learned about feedback during OSTEs included in Faculty Development Program

Medical students are able to identify the quality of some important elements of feedback during OSTEs. Being a feedback assessor and provider helped them become more aware of the importance of making the learner active in both assessing and solving the difficulties and in checking the understanding.

Under submission

Research Question: To explore if contributing to OSTE influences medical students’ professional identity development

Taking part in OSTEs as a simulated resident has a positive impact on students’ vision regarding the institution as a learning environment and their own role by actively seeking or giving feedback. OSTEs support their professional identity development regarding learning and teaching while sustaining faculty development.

Published