Using a Novel Small-Group Approach to Enhance Feedback Skills for Community-Based Teachers

Abstract

Background: As medical education expands into distant settings, challenges in providing faculty development to busy clinical teachers increase—especially for those who have difficulty accessing sessions offered at academic centers. Description: Sixty-five clinical teachers participated in six small-group workshops, using a printed module on the topic of delivering feedback. The modules included teaching–learning “cases,” tools, and a summary of medical literature. The group facilitator did not require expertise in delivering feedback. Surveys inquired about impact immediately after the session and at 3 months. Evaluation: Analysis confirmed that participants found the workshop format valuable, and the majority committed to making changes in their approaches to providing feedback. At follow-up, most participants reported that planned changes had been implemented. Conclusions: A low-tech approach to faculty development, using facilitated small-group discussion of a specially prepared educational module, is feasible for any site and can enhance teaching approaches in both urban and rural practice settings.

The authors thank Drs. Tom Elmslie (University of Ottawa), Karl Stobbe, and Mary Messieh (McMaster University) for their contribution to this project and review of the article.

Notes

^aNo. of years in practice since graduation

^bIn the past 5 years

^cOf respondents to this question, 73% supervise more than one type of learner

^dOf respondents to this question, 75% teach at more than one site