ORIGINAL ARTICLE Long-Term Follow-Up of a Longitudinal Faculty Development Program in Teaching Skills

• Published in: Journal of general internal medicine : JGIM Vol. 20; no. 8; p. 721
• Main Authors: Knight, Amy M, Cole, Karan A, Kern, David E, Barker, L Randol, Kolodner, Ken, Wright, Scott M
• Format: Journal Article
• Language: English
• Published: New York Springer Nature B.V 01.08.2005
• Subjects: Health education; Professional development; School faculty; Teaching
• ISSN: 0884-8734; 1525-1497
• DOI: 10.1111/j.1525-1497.2005.0145.x

BACKGROUND: The long-term impact of longitudinal faculty development programs (FDPs) is not well understood. OBJECTIVE: To follow up past participants in the Johns Hopkins Faculty Development Program in Teaching Skills and members of a comparison group in an effort to describe the long-term impact of the program. DESIGN AND PARTICIPANTS: In July 2002, we surveyed all 242 participants in the program from 1987 through 2000, and 121 members of a comparison group selected by participants as they entered the program from 1988 through 1995. MEASUREMENTS: Professional characteristics, scholarly activity, teaching activity, teaching proficiency, and teaching behaviors. RESULTS: Two hundred participants (83%) and 99 nonparticipants (82%) responded. When participants and nonparticipants from 1988 to 1995 were compared, participants were more likely to have taught medical students and house officers in the last year (both P<.05). Participants rated their proficiency for giving feedback more highly (P<.05). Participants scored higher than nonparticipants for 14 out of 15 behaviors related to being learner centered, building a supportive learning environment, giving and receiving feedback, and being effective leaders, half of which were statistically significant (P<.05). When remote and recent participants from 1987 through 2000 were compared with each other, few differences were found. CONCLUSIONS: Participation in the longitudinal FDP was associated with continued teaching activities, desirable teaching behaviors, and higher self-assessments related to giving feedback and learner centeredness. Institutions should consider supporting faculty wishing to participate in FDPs in teaching skills.[PUBLICATION ABSTRACT]