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Collaborative development of teaching scripts: An efficient faculty development approach for a busy clinical teaching unit
Author(s) -
Lang Valerie J.,
O'Connor Alec B.,
Blatt Amy,
Gracey Catherine
Publication year - 2012
Publication title -
journal of hospital medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.128
H-Index - 65
eISSN - 1553-5606
pISSN - 1553-5592
DOI - 10.1002/jhm.1971
Subject(s) - faculty development , scripting language , medicine , medical education , professional development , attendance , teaching method , interpersonal communication , collegiality , teachable moment , psychology , mathematics education , pedagogy , computer science , social psychology , psychoanalysis , economics , economic growth , operating system
BACKGROUND: Exemplary teachers have been shown to use teaching scripts, ways of organizing the content and instructional approach for commonly encountered teachable moments. This study describes a busy hospitalist unit's early experience with the collaborative development of teaching scripts. METHODS: In 2010, during monthly workshops, 10 faculty members each prepared and presented a teaching script for a different commonly encountered diagnosis. Open‐ended surveys assessing the impact on faculty were analyzed using an iterative approach. Changes in faculty self‐efficacy, and the frequency and applicability of teaching were measured. RESULTS: The program required 10 hours of attendance time and a mean of 4.3 hours for each faculty member who prepared a teaching script. No significant differences in quantity or applicability of teaching were detected, but faculty self‐efficacy improved significantly. In addition, faculty described beneficial effects in their individual professional development, development of a shared mental model of professional responsibility, and interpersonal relationships. A majority of comments were positive; negative comments focused on the time required to prepare scripts, and apprehension about presenting to peers. CONCLUSIONS: The program was an efficient approach to improve self‐rated teaching skills, enhance professional development, and build collegiality among clinician‐teachers. Journal of Hospital Medicine 2012; © 2012 Society of Hospital Medicine