Using a novel small-group approach to enhance feedback skills for community-based teachers.
BACKGROUND
As medical education expands into distant settings, challenges in providing faculty development to busy clinical teachers increase-especially for those who have difficulty accessing sessions offered at academic centers.


METHODS
Sixty-five clinical teachers participated in six small-group workshops, using a printed module on the topic of delivering feedback. The modules included teaching-learning "cases," tools, and a summary of medical literature. The group facilitator did not require expertise in delivering feedback. Surveys inquired about impact immediately after the session and at 3 months.


RESULTS
Analysis confirmed that participants found the workshop format valuable, and the majority committed to making changes in their approaches to providing feedback. At follow-up, most participants reported that planned changes had been implemented.


CONCLUSIONS
A low-tech approach to faculty development, using facilitated small-group discussion of a specially prepared educational module, is feasible for any site and can enhance teaching approaches in both urban and rural practice settings.
Walsh
Allyn E
AE
Department of Family Medicine, McMaster University, Hamilton, Ontario, Canada. walsha@mcmaster.ca
Armson
Heather
H
Wakefield
Jacqueline G
JG
Leadbetter
Wendy
W
Roder
Stefanie
S
D003625:Data Collection; D004493:Education; D004501:Education, Medical / Q000458:organization & administration; D005246:Feedback; D005260:Female; D006126:Group Processes; D006801:Humans; D008297:Male; D011361:Professional Competence; D013663:Teaching / Q000379:methods