Evaluation of a faculty development program aimed at increasing residents' active learning in lectures

• Published in: Journal of graduate medical education Vol. 4; no. 4; pp. 516 - 520
• Main Authors: Desselle, Bonnie C, English, Robin, Hescock, George, Hauser, Andrea, Roy, Melissa, Yang, Tong, Chauvin, Sheila W
• Format: Journal Article
• Language: English
• Published: United States The Accreditation Council for Graduate Medical Education 01.12.2012
• Subjects: Brief Report
• ISSN: 1949-8349; 1949-8357
• DOI: 10.4300/JGME-D-11-00209.1

Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Responses to the workshop questionnaire (n  =  32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P  =  .02) and solicited justifications for answers (P  =  .01). A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.