Wednesday, September 28, 2016

Evaluation of a Faculty Development Program Aimed at Increasing Active Learning in Pediatric Grand Rounds Presentations

Alix Darden
University of Oklahoma Health Sciences Center

Background: Research on continuing medical education (CME)-accredited grand rounds has noted several areas for improvement including inclusion of evidence-based adult learning techniques including learner-centered, active learning environments replacing passive lectures.

Aims: This research evaluates the effectiveness of an innovative, multi-faceted faculty development intervention embedded within the context of a CME-accredited pediatric grand rounds (PGR) course aimed at changing presentation behavior to include active learning techniques.

Methods: A faculty development intervention that included (a) presentations, (b) one-on-one training, and (c) feedback was embedded in the context of a PGR series. Although the faculty development targeted PGR presenters, all PGR attendees received the facts that took place during PGR. Trained raters used a validated tool to rate videotapes of PGR presentations by faculty in the Department of Pediatrics at a Midwest academic medical center. The rating data was analyzed using descriptive statistics.

Results: Of the 26 videos viewed, 85% (n=22) of the presentations included active learning techniques. There was no correlation between participating in any one of the parts of the faculty development program that we could measure and use of active learning techniques in a presentation. A variety of techniques were used including presenter eliciting answers from audience, (11%) use of audience response systems to answer questions (48%), working in pairs or groups (11%), analyzing a video or image (3%), participation in simulation or role play (1%), and other (1%). 

Discussion: The novel faculty development initiative described and evaluated was embedded in the activity, PGR, that would be impacted, providing continuous development with no additional time required for the faculty resulting in 85% of the presenters changing their presentation style.  Embedded faculty development has the potential to change behavior because the behavior—presentations using active learning techniques—was reinforced whenever faculty attend these sessions and feedback was provided in the form of weekly emails throughout the year. Over time, this model of faculty development has the potential to change culture, use fewer resources, and be sustainable over years.