Video Observation With Guided Reflection: A Method for Continuing Teaching Education

Journal of Graduate Medical Education
Sarah B MerriamDeborah J DiNardo

Abstract

Best practices for faculty development programs include longitudinal, practice-based formats incorporating experiential learning with opportunities for reflection and community building. Peer coaching for faculty development provides personalized, learner-centered, work-based learning. Implementation of traditional 1-on-1 peer coaching programs is challenging due to time, logistics, and methodological barriers. We sought to improve observation and reflection skills and to expand personal teaching practices of clinician educators. In 2016, we developed and evaluated an innovative "1-to-many" peer-coaching model utilizing large group review of video-recorded teaching encounters. Forty-three clinician-educator faculty in general internal medicine at the University of Pittsburgh attended at least 1 of 6 sessions between February and August 2016. Sessions were moderated by a master facilitator who guided direct observation of, and reflection on, observed teaching and highlighted efficacious teaching methods. The study evaluated the acceptability and efficacy of this novel faculty development program qualitatively, with semistructured, postcurriculum telephone interviews with 20 participating faculty. All respondents stated that they...Continue Reading

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