Document Detail

Faculty evaluation as a means of faculty development.
MedLine Citation:
PMID:  7086362     Owner:  NLM     Status:  MEDLINE    
Although there is little evidence that evaluation actually helps improve teaching, some conditions increase the likelihood of evaluation leading to improvement, including a combination of student ratings with educational consultation, comparison of student ratings to self-ratings, feedback early enough to provide time for improvement, and linkage of faculty development to the promotion-retention-tenure process. These conditions were built into a family practice faculty development program. The faculty development program was carried out in steps analogous to a medical model with which faculty already were familiar. An educational consultant took an instructor's teaching "history" and conducted a "physical examination" of his teaching. The evaluator collected "laboratory" data regarding the instructor's teaching and made a "diagnosis." He provided "treatment" in terms of educational consultation and "assessed" the changes in the instructor's teaching. A repetition of the data collection and consultative process demonstrated improvement in clinical teaching, particularly with regard to the skill of leading a collaborative group discussion during resident teaching rounds.
N Whitman; T Schwenk
Publication Detail:
Type:  Comparative Study; Journal Article    
Journal Detail:
Title:  The Journal of family practice     Volume:  14     ISSN:  0094-3509     ISO Abbreviation:  J Fam Pract     Publication Date:  1982 Jun 
Date Detail:
Created Date:  1982-08-07     Completed Date:  1982-08-07     Revised Date:  2007-11-15    
Medline Journal Info:
Nlm Unique ID:  7502590     Medline TA:  J Fam Pract     Country:  UNITED STATES    
Other Details:
Languages:  eng     Pagination:  1097-101     Citation Subset:  AIM; IM    
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MeSH Terms
Evaluation Studies as Topic
Faculty, Medical / standards*
Family Practice
Internship and Residency
Models, Theoretical
Teaching / methods

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