Expanding Faculty Development of Teaching Skills: A National Needs Assessment of Pediatric Critical Care Medicine Faculty

Pediatric Critical Care Medicine : a Journal of the Society of Critical Care Medicine and the World Federation of Pediatric Intensive and Critical Care Societies
Meredith F BoneEducation in Pediatric Intensive Care (E.P.I.C.) Investigators

Abstract

High-quality clinical teaching is an essential element in preparing trainees to become independently competent clinicians. In order to better understand the context-specific faculty development needs of teaching faculty in a specific community, we sought to determine the self-reported teaching skill deficits of pediatric critical care medicine faculty and their preferences and motivations regarding faculty development to enhance their teaching. Modified Delphi technique was used to create an online survey in which respondents rated their need for education on a variety of teaching skills, their preferred learning modalities, and factors that motivate their participation in faculty development. Pediatric Critical Care Medicine divisions at the 64 sites in the United States with fellowship programs. Five-hundred forty-five Pediatric Critical Care Medicine faculty who teach fellows and other trainees. None. Response rate was 40%. Respondents reported a median of 8.5 years (interquartile range, 4-16 yr) as teaching faculty. The median age of faculty was 44.6 years (interquartile range, 38-50 yr). Only 20% of respondents indicated that improving their teaching was a low priority. Thirty-six percent of respondents had not participate...Continue Reading

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Citations

Jun 18, 2021·Health & Social Care in the Community·Minna KoskimäkiMeeri Koivula

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REDCap
Research Electronic Data Capture ( REDCap )
SPSS

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