Long-Term Follow-Up of a Longitudinal Faculty Development Program in Teaching Skills
Article first published online: 13 JUN 2005
Journal of General Internal Medicine
Volume 20, Issue 8, pages 721–725, August 2005
How to Cite
Knight, A. M., Cole, K. A., Kern, D. E., Barker, L. R., Kolodner, K. and Wright, S. M. (2005), Long-Term Follow-Up of a Longitudinal Faculty Development Program in Teaching Skills. Journal of General Internal Medicine, 20: 721–725. doi: 10.1111/j.1525-1497.2005.0145.x
- Issue published online: 26 JUL 2005
- Article first published online: 13 JUN 2005
- Received for publication February 9, 2005 and in revised form February 25, 2005 Accepted for publication February 25, 2005
- faculty development;
- teaching skills;
- learner centeredness;
Background: The long-term impact of longitudinal faculty development programs (FDPs) is not well understood.
Objective: To follow up past participants in the Johns Hopkins Faculty Development Program in Teaching Skills and members of a comparison group in an effort to describe the long-term impact of the program.
Design and Participants: In July 2002, we surveyed all 242 participants in the program from 1987 through 2000, and 121 members of a comparison group selected by participants as they entered the program from 1988 through 1995.
Measurements: Professional characteristics, scholarly activity, teaching activity, teaching proficiency, and teaching behaviors.
Results: Two hundred participants (83%) and 99 nonparticipants (82%) responded. When participants and nonparticipants from 1988 to 1995 were compared, participants were more likely to have taught medical students and house officers in the last year (both P<.05). Participants rated their proficiency for giving feedback more highly (P<.05). Participants scored higher than nonparticipants for 14 out of 15 behaviors related to being learner centered, building a supportive learning environment, giving and receiving feedback, and being effective leaders, half of which were statistically significant (P<.05). When remote and recent participants from 1987 through 2000 were compared with each other, few differences were found.
Conclusions: Participation in the longitudinal FDP was associated with continued teaching activities, desirable teaching behaviors, and higher self-assessments related to giving feedback and learner centeredness. Institutions should consider supporting faculty wishing to participate in FDPs in teaching skills.