Kathryn B Moore, Mary E Steinmann, Rachel Bonnett, Jorie M Colbert-Getz, Katherine A Anderson
{"title":"Coproducing a Faculty Feedback Program for School of Medicine Educators.","authors":"Kathryn B Moore, Mary E Steinmann, Rachel Bonnett, Jorie M Colbert-Getz, Katherine A Anderson","doi":"10.1007/s40670-024-02203-9","DOIUrl":null,"url":null,"abstract":"<p><strong>Objectives: </strong>Many institutions have developed holistic faculty evaluation programs to address limitations of using student feedback as a sole means of measuring teaching effectiveness. Much of the current literature on faculty development and evaluation explores retrospective data about faculty reactions and/or outcomes of teaching evaluation programs, but few have described this level of faculty input gathered prospectively. As a first step in designing a faculty evaluation program, we partnered with faculty, using the conceptual framework of co-production to ensure we have considered their needs, and anticipate this will promote stakeholder buy-in, and lead to more uptake in faculty who want to participate in a faculty evaluation program.</p><p><strong>Methods: </strong>In 2023, we conducted focus groups with 25 faculty to proactively determine faculty educator needs before design of a faculty evaluation program at the Spencer Fox Eccles School of Medicine at the University of Utah. Codes from focus group transcripts were mapped to the Faculty Developmental Conceptual Framework to determine themes.</p><p><strong>Results: </strong>Resultant themes mapped to contextual factors of the institution, relationships between individuals, and individual-level factors.</p><p><strong>Conclusions: </strong>We established three guiding principles to address faculty needs and values in a model faculty feedback program with the aim of building a sustainable program to promote faculty growth and development.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02203-9.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"381-388"},"PeriodicalIF":1.9000,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933599/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Science Educator","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40670-024-02203-9","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/2/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Objectives: Many institutions have developed holistic faculty evaluation programs to address limitations of using student feedback as a sole means of measuring teaching effectiveness. Much of the current literature on faculty development and evaluation explores retrospective data about faculty reactions and/or outcomes of teaching evaluation programs, but few have described this level of faculty input gathered prospectively. As a first step in designing a faculty evaluation program, we partnered with faculty, using the conceptual framework of co-production to ensure we have considered their needs, and anticipate this will promote stakeholder buy-in, and lead to more uptake in faculty who want to participate in a faculty evaluation program.
Methods: In 2023, we conducted focus groups with 25 faculty to proactively determine faculty educator needs before design of a faculty evaluation program at the Spencer Fox Eccles School of Medicine at the University of Utah. Codes from focus group transcripts were mapped to the Faculty Developmental Conceptual Framework to determine themes.
Results: Resultant themes mapped to contextual factors of the institution, relationships between individuals, and individual-level factors.
Conclusions: We established three guiding principles to address faculty needs and values in a model faculty feedback program with the aim of building a sustainable program to promote faculty growth and development.
Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02203-9.
期刊介绍:
Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.