Impact of a professional development session based on learner evaluations within a preceptor community of practice

Abstract

Background

Physician preceptors play key roles in teaching medical professional trainees but receive little formal teacher training. One proposed way to improve teaching is by providing preceptors with learner feedback. The feedback from learner evaluations often has a limited impact with changes to teaching practice difficult to implement. This study explores the effect of using learner feedback to create a professional development session on teaching within a preceptor community of practice.

Methods

In this case study, 15 preceptors agreed to release their learner evaluations, and ten participated in the professional development session. Immediately and 2–3 months after the session, participants completed surveys on their intention to change and the changes made. The community of practice lead was interviewed to discuss the professional development session’s impact. Qualitative approaches were used to analyze the data.

Results

From the learner evaluations, nine areas of improvement were identified and discussed. All attendees made changes to their teaching practices, which the community of practice lead confirmed. Fewer changes were identified at the community of practice group level.

Conclusion

Using learner evaluations to structure a professional development session within a community of practice can help identify areas of improvement and create strategies to address these challenges.

Keywords:

• Community of practice
• professional development
• medical education
• medical teaching
• learner evaluations

Acknowledgements

NOSM U Faculty Affairs, Undergraduate Medical Education, and Postgraduate Medical Education portfolios with the provision of learner evaluation data and Dr. Penny Moody-Corbet, NOSM U Former Associate Dean of Research for assistance with the design of the research project.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Local education group: Are communities of practice where physicians’ clinical and educational interactions support and influence both their clinical practice, teaching activities, and further development as preceptors.

Data availability statement

Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data is not available.

Additional information

Funding

This work was supported by the Northern Ontario Academic Medicine Association (A-17-03).

Notes on contributors

Brenton L. G. Button

Brenton L. G. Button, PhD, Assistant Professor, Faculty of Education, University of Winnipeg, Winnipeg, Manitoba, Canada.

Clare Cook

Clare Cook, PhD, Research Coordinator, Northern Ontario School of Medicine University, Northern Ontario, Canada.

James Goertzen

James Goertzen, MD, MClSc, CCFP, FCFP, Professor, Associate Dean of Continuing Education and Professional Development, Northern Ontario School of Medicine University, Northern Ontario, Canada.