title: A faculty and resident development program to improve learning and teaching skills.
abstract: OBJECTIVE
  To assess the value of a faculty and resident medical education development program.
  
  
  METHODS
  Modules on Accreditation Council for Graduate Medical Education (ACGME) competencies and evaluation, teaching methods, and Residency Review Committee guidelines were created, beta tested, and installed on a website. Pretests and posttests were developed. Faculty and residents were required to complete the course. At initiation and 6 months after training, residents completed a feedback perception survey. Statistical analysis was performed using Student t test. P < .05 was considered significant.
  
  
  RESULTS
  Forty-nine voluntary faculty members and residents completed the course. The posttest scores on all the ACGME competencies were significantly higher than the pretest scores (P < .05). The results of the residents' survey indicated that the educational development program significantly improved their perceptions of corrective and immediate feedback by faculty.
  
  
  CONCLUSIONS
  A formal Internet-based program significantly increases short-term cognitive knowledge about the ACGME competencies among participants and improves trainees' perceptions of the quality of faculty feedback up to 6 months after training.
authors: Dotun
authors: D
authors: Ogunyemi
authors: Ewina
authors: E
authors: Fung
authors: Carolyn
authors: C
authors: Alexander
authors: David
authors: D
authors: Finke
authors: Jonathan
authors: J
authors: Solnik
authors: Ricardo
authors: R
authors: Azziz