title: Developing medical educators--a mixed method evaluation of a teaching education program.
abstract: BACKGROUND
  It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program.
  
  
  METHODS
  An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations.
  
  
  RESULTS
  Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (P<0.001) as deduced from a pre-post multiple-choice questionnaire, which was retained at 6 months (P<0.001). 3) Behavior: Peer-, self-, and expert-assessment indicated a transfer of learning into teaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students' evaluations.
  
  
  CONCLUSIONS
  Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.
authors.affiliation: Institute of General Practice, University of Erlangen-Nuremberg, Erlangen, Germany; marco.roos@uk-erlangen.de.
authors.forename: Marco
authors.initials: M
authors.lastname: Roos
authors.affiliation: Department of Surgery, Heidelberg University Hospital, Heidelberg, Germany.
authors.forename: Martina
authors.initials: M
authors.lastname: Kadmon
authors.affiliation: Institute of Immunology, Heidelberg University Hospital, Heidelberg, Germany.
authors.forename: Michael
authors.initials: M
authors.lastname: Kirschfink
authors.affiliation: Department of Child and Adolescent Psychiatry, Heidelberg University Hospital, Heidelberg, Germany.
authors.forename: Eginhard
authors.initials: E
authors.lastname: Koch
authors.affiliation: Department of General Internal Medicine and Psychosomatic, Heidelberg University Hospital, Heidelberg, Germany.
authors.forename: Jana
authors.initials: J
authors.lastname: Jünger
authors.affiliation: Academy of Adult Education, Heidelberg University of Education, Heidelberg, Germany.
authors.forename: Veronika
authors.initials: V
authors.lastname: Strittmatter-Haubold
authors.affiliation: Department of Neurology, Klinikum Frankfurt Höchst, Frankfurt, Germany.
authors.forename: Thorsten
authors.initials: T
authors.lastname: Steiner
mesh_terms: D001519:Behavior; D002983:Clinical Competence; D005180:Faculty, Medical; D005260:Female; D006801:Humans; D019359:Knowledge; D007858:Learning; D008297:Male; D017145:Models, Educational; D013192:Staff Development / Q000458:organization & administration*
keywords: collaborative feedback; educational theory; faculty development; medical education; medical teacher