Premium
Developing teaching skills for medical educators in Russia: a cross‐cultural faculty development project
Author(s) -
Wong Jeffrey G,
Agisheva Kadria
Publication year - 2007
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2006.02676.x
Subject(s) - test (biology) , medical education , intervention (counseling) , faculty development , psychology , medicine , professional development , nursing , paleontology , biology
Context Faculty development programmes have proved successful for improving teaching skills. We investigated whether or not a successful US‐based faculty development programme for improving the teaching skills of medical faculty could be transported to Russia. Methods Five seminars, based on the 7 categories of the Stanford Faculty Development Program model, were presented to 48 teachers at Kazan State Medical University in Kazan, Russia. The seminars were comprised of mini‐lectures, reviews of actual videotaped teaching scenario re‐enactments, interactive role plays of teaching situations, and personalised goal setting for future teaching performance. Evaluation was performed through participants' self‐reported ratings of teaching ability based on a retrospective pretest/post‐test questionnaire and fulfilment of commitment of change (CTC) statements written by workshop participants. Outcomes were measured at both 1 and 12 months post‐intervention. Results Survey response rates were 98% (47/48) at 1 month and 81% (39/48) at 12 months. Global teaching performance improved (pretest = 38.4, 1 month post‐test = 43.7, 12 months post‐test = 42.5; P < 0.001) as did ratings of specific teaching behaviours (pretest = 100.2, 1 month post‐test = 121.3, 12 months post‐test = 116.8; P < 0.001). A total of 127 CTC statements were made and 90 (71%) were successfully instituted. Conclusions Our faculty development intervention demonstrated a positive, lasting effect on the teaching skills of Russian faculty members. This suggests that our efforts in transporting this intervention across the 2 cultures were successful.