Taryn Taylor
Emory University School of Medicine
Background: Current initiatives in academic institutions have promoted faculty development in many areas. In recent years, the augmentation of physicians as teachers has garnered more attention, however most physicians would benefit from further training in this area.
Aims: The aim of this study was to develop a pilot curriculum that would augment current strategies to develop better clinician educators. The subsequent goal was to determine if there was a difference in participant’s self-perceived knowledge and skills after completion of the curriculum.
Methods: Participants completed an online educational module prior to presenting a video-taped lecture. They then reviewed their own video-taped lesson delivery and received feedback from faculty. Participants completed a pre-and post-participation survey which assessed both demographics and self-perceived knowledge and skill.
Results: Five individuals participated in the program and completed all of the requirements. After participation in the pilot, individuals did not perceive an increase in their ability to prepare and delivery educational content. They did, however, report increased knowledge regarding specific teaching strategies. They strongly agreed that participation in this curriculum was both useful and helped them to gain professional experience.
Conclusions: The model described integrates microteaching and teaching consultation, and can help teachers improve their teaching skills. Participants found it to be a useful experience and the expansion of this pilot has tremendous potential benefits.
