Is it feasible and effective to provide faculty development programs online for clinical teachers?

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Abstract

Purpose

Seoul National University College of Medicine operates a faculty development program for clinical teachers at multiple affiliated teaching hospitals. In 2020, the program was moved online due to coronavirus disease 2019. The purpose of this study was to determine whether it is feasible and effective to provide faculty development programs online in terms of clinical teachers’ participation and satisfaction in comparison with offline programs.

Methods

Clinical teachers participated in the clinical teaching methods programs offline in 2019 and online in 2020. We analyzed participation rate and satisfaction level. All surveys items were rated on a 5-point Likert scale. We also interviewed instructors about the advantages and drawbacks of the online program.

Results

The participation rate of the online program (89.5%) was significantly higher than that of the offline program (67.8%). The overall satisfaction level for the online program (4.37) was similar to that for the offline program (4.50).

Conclusion

Faculty development programs online are feasible and effective in medical education. We need to design training content that fits online programs, consider various online training methods to reinforce the strengths of online programs, and support participants to make good use of these programs.

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Most cited references 8

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AMEE Guide no. 34: Teaching in the clinical environment.

S Ramani, Sam Leinster (2007)

Teaching in the clinical environment is a demanding, complex and often frustrating task, a task many clinicians assume without adequate preparation or orientation. Twelve roles have previously been described for medical teachers, grouped into six major tasks: (1) the information provider; (2) the role model; (3) the facilitator; (4) the assessor; (5) the curriculum and course planner; and (6) the resource material creator (Harden & Crosby 2000). It is clear that many of these roles require a teacher to be more than a medical expert. In a pure educational setting, teachers may have limited roles, but the clinical teacher often plays many roles simultaneously, switching from one role to another during the same encounter. The large majority of clinical teachers around the world have received rigorous training in medical knowledge and skills but little to none in teaching. As physicians become ever busier in their own clinical practice, being effective teachers becomes more challenging in the context of expanding clinical responsibilities and shrinking time for teaching (Prideaux et al. 2000). Clinicians on the frontline are often unaware of educational mandates from licensing and accreditation bodies as well as medical schools and postgraduate training programmes and this has major implications for staff training. Institutions need to provide necessary orientation and training for their clinical teachers. This Guide looks at the many challenges for teachers in the clinical environment, application of relevant educational theories to the clinical context and practical teaching tips for clinical teachers. This guide will concentrate on the hospital setting as teaching within the community is the subject of another AMEE guide.

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Learning and teaching in the clinical environment.

John Daniels (2003)

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Online learning for faculty development: a review of the literature.

David A. Cook, Yvonne Steinert (2013)

With the growing presence of computers and Internet technologies in personal and professional lives, it seems prudent to consider how online learning has been and could be harnessed to promote faculty development.

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Author and article information

Journal

Journal ID (nlm-ta): Korean J Med Educ

Journal ID (iso-abbrev): Korean J Med Educ

Journal ID (publisher-id): KJME

Title: Korean Journal of Medical Education

Publisher: Korean Society of Medical Education

ISSN (Print): 2005-727X

ISSN (Electronic): 2005-7288

Publication date (Print): June 2021

Publication date (Electronic): 26 May 2021

Volume: 33

Issue: 2

Pages: 139-145

Affiliations

[1 ]National Teacher Training Center for Health Personnel, Seoul National University College of Medicine, Seoul, Korea

[2 ]Department of Medical Education, Seoul National University College of Medicine, Seoul, Korea

[3 ]Office of Medical Education, Seoul National University College of Medicine, Seoul, Korea

[4 ]Department of Internal Medicine, Seoul National University College of Medicine, Seoul, Korea

[5 ]Department of Orthopaedic Surgery, Seoul National University College of Medicine, Seoul, Korea

Author notes

Corresponding Author: Hyun Bae Yoon ( https://orcid.org/0000-0003-4367-5350) National Teacher Training Center for Health Personnel, Seoul National University College of Medicine, 71 Ihwajang-gil, Jongno-gu, Seoul 03087, Korea Tel: +82.2.740.8418 Fax: +82.2.745.6373 email: hbyoon@ 123456snu.ac.kr

Author information

Ji Hyun Im http://orcid.org/0000-0002-9573-1695

Ju Whi Kim http://orcid.org/0000-0001-8011-3547

Wan Beom Park http://orcid.org/0000-0003-0022-9625

Ilkyu Han http://orcid.org/0000-0001-9841-3775

Seung Hee Lee http://orcid.org/0000-0001-8672-5253

Jwa Seop Shin http://orcid.org/0000-0002-6251-3616

Hyun Bae Yoon http://orcid.org/0000-0003-4367-5350

Article

Publisher ID: kjme-2021-195

DOI: 10.3946/kjme.2021.195

PMC ID: 8169378

PubMed ID: 34062645

SO-VID: 99187017-f5cd-4696-9fa2-0679b84d3fe1

License:

This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

History

Date received : 15 April 2021

Date revision received : 28 April 2021

Date accepted : 28 April 2021

Is it feasible and effective to provide faculty development programs online for clinical teachers?

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Abstract

Purpose

Methods

Results

Conclusion

Related collections

Novel Coronavirus Disease COVID-19

Most cited references 8

AMEE Guide no. 34: Teaching in the clinical environment.

Learning and teaching in the clinical environment.

Online learning for faculty development: a review of the literature.

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