Using an outcomes-logic-model approach to evaluate a faculty development program for medical educators

Academic Medicine : Journal of the Association of American Medical Colleges
Elizabeth G Armstrong, Sylvia J Barsion

Abstract

This study used an outcomes-logic-model approach to examine the impact of participating in a nontraditional professional development program. Building and using a logic model provides a structure for the program to examine the degree that the desired learner outcomes, the program delivery methods, and the measurement approaches are aligned. Structured telephone interviews were conducted in 2001 with 16 Harvard Medical School (HMS) participants in the Harvard Macy Program for Physician Educators (HM-PE): five who completed the program in 1998, five in 1999, and six in 2000. Interviews were also conducted with four Faculty Scholars, alumni of the HM-PE program who taught in subsequent programs. In 2004, online questionnaires were sent to the 16 participants and four Faculty Scholars. Immediate outcomes, such as greater use of active learning principles, and intermediate outcomes, such as commitment to medical education, were examined. Of those interviewed in 2001, 80% responded to the 2004 online questionnaire. Thirteen of 16 (81%) HMS respondents reported increased knowledge about and confidence using learner-center teaching methods; 10 of 16 (63%) said they gave fewer lectures and added alternative educational methods. Thirteen...Continue Reading

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Citations

Oct 19, 2011·Teaching and Learning in Medicine·Hilary SanfeyAlan Schwartz
Aug 1, 2008·Academic Medicine : Journal of the Association of American Medical Colleges·Ben GraffamKaren N Keene
Jul 30, 2009·Academic Medicine : Journal of the Association of American Medical Colleges·Beth A LownCharles J Hatem
Jul 31, 2010·Academic Medicine : Journal of the Association of American Medical Colleges·Maryellen E GusicLuanne E Thorndyke
Jan 26, 2013·Academic Medicine : Journal of the Association of American Medical Colleges·Elizabeth G Armstrong, Sylvia J Barsion
Aug 1, 2013·Academic Medicine : Journal of the Association of American Medical Colleges·Wee-Shiong Lim
Aug 1, 2013·Academic Medicine : Journal of the Association of American Medical Colleges·Roberta E SonninoWilliam C Wadland
Jan 22, 2013·The Journal of Nursing Education·Susan L Instone, Debra M Palmer
May 3, 2014·Medical Teacher·Olle Ten CateYvonne Steinert
Apr 19, 2015·BMC Medical Education·Kang SimDeborah Navedo
Nov 7, 2016·Advances in Health Sciences Education : Theory and Practice·Kelly L DoreSarah Wright
Jun 1, 2017·The Journal of Continuing Education in the Health Professions·Constance D BaldwinMaryellen E Gusic
Jul 27, 2017·Academic Medicine : Journal of the Association of American Medical Colleges·Constance D BaldwinLatha Chandran
Aug 30, 2014·Radiation Oncology·Meredith GiulianiJean-Pierre Bissonnette
Mar 12, 2020·Medical Teacher·Maria A Blanco, Donna M Qualters
May 30, 2014·Academic Medicine : Journal of the Association of American Medical Colleges·Amy J StarmerUNKNOWN I-PASS Study Education Executive Committee
Mar 8, 2019·Academic Medicine : Journal of the Association of American Medical Colleges·Yvonne SteinertDavid M Irby
Feb 23, 2020·Academic Medicine : Journal of the Association of American Medical Colleges·Shruthi RajashekaraKyler M Godwin
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Oct 30, 2020·Academic Medicine : Journal of the Association of American Medical Colleges·Irene AlexandrakiArshag D Mooradian
Nov 26, 2019·The Journal of Pediatrics·Shivani J PatelFrancis J Real
May 29, 2021·Disaster Medicine and Public Health Preparedness·Nicholas B DadarioFarrukh N Jafri
Nov 23, 2021·Hospital Pediatrics·Aarti C BavareSatid Thammasitboon

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