Observational data in faculty development: An underused method

Abstract

Direct observation in clinical settings ("in the field") as a method of evaluation has been mentioned infrequently in the medical education literature. This article presents a case study of the use of qualitative field observations for the purposes of both needs assessment and formative evaluation in the implementation of a Faculty Development Program in a Department of Family Practice. The observations were repeated after a 2‐year period, permitting comparison. The results of the observations, and how they were used in the evolution of the Faculty Development Program, are discussed, as are the value and cost of this form of data collection.