Iobst W, Hood S, Adiletto J, Holmboe ES. — American Board of Internal Medicine
Presented: First International Conference on Faculty Development Meeting, May 2011
Background: U.S. internal medicine residency program accreditation and ABIM diplomate certification mandate that faculty be skilled in evaluation and assessment of trainees. To advance faculty competency in these skills, ABIM has developed the ABIM Visit Program and the Faculty Development Course.
Methodology: The ABIM visit program delivers one to two-day interactive onsite faculty development workshops. The five-day Faculty Development Course is offered twice yearly, and is limited to 20 attendees. Course attendees are asked to identify commitments to change (CTC) at the end of the course and submit a six-month progress report. Both programs are presented by physician educators with backgrounds in assessment.
Results: Visits (n=24) have been completed involving over 550 faculty since 2007. The most frequently presented topics are: direct observation (N=17), effective feedback (N=13), rating scales and evaluation forms (N=6). Feedback indicates this activity provides relevant faculty development with a mean rating of 6.4 on a scale of 1 to 7 addressing satisfaction and likelihood to recommend to others. Faculty development course attendees (n=113) between 2005 and 2009 have identified 514 CTCs, including: faculty engagement and development (N=101), Mini-CEX use (N=77) and chart-stimulated recall use (N=61). To date, 70 course attendees have reported interim progress on implementing 318 CTCs. Of these, 237 CTCs have been partially or completely implemented (75%).
Conclusions: The ABIM Visit Program and Faculty Development Course represent novel initiatives designed to improve faculty assessment and evaluation skills. These programs are well received and could serve as effective catalysts for change in training programs.
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