UF Medicine CME Publications

Tuesday’s teaching tips-evaluation and feedback:
A spaced education strategy for faculty development


Introduction: The AGGME requires faculty to participate annually in faculty development sessions. Barriers to this requirement include faculty having a lack of time and not perceiving benefits to participating. Effective evaluation and feedback are integral to resident training. Faculty often feel ill prepared to deliver feedback, and residents find accepting and recognizing feedback challenging. We provided faculty with a spaced education program via email that used cognitive theory of multimedia learning solutions in instructional design. Methods: The 14-week program consisted of one microlecture and 13 skills-based teaching tips. One tip reinforcing knowledge and skills from the microlecture was emailed each week for faculty to practice in the clinical environment with trainees. Participants completed a short quiz, course evaluation, and self-reflection. The new world Kirkpatrick model was used for program evaluation. Results: Fifty-two physician participants received credit for participating; 34 completed the entire course. Of the 34, 32 (94%) identified at least one effective feedback technique, and 27 (79%) were able to define evaluation and recognize observation as the cornerstone of evaluation. Out of the 15 effective feedback characteristics taught, 13 (87%) were identified. Fifty-one participants (98%) rated the program as good/excellent, 52 (100%) wanted more Tuesday’s Teaching Tips programs, and the majority recognized change in knowledge and/or skills. Discussion: Participants rated the spaced education program as good/excellent and were able to meet the course objectives. This teaching strategy for faculty development was well received, as it was easily accessible and implemented in the clinical learning environment with trainees.

Kalynych C, Edwards L, West D, Snodgrass C, Zenni E. Tuesday’s teaching tips-evaluation and feedback: A spaced education strategy for faculty development. MedEDPORTAL. 2022;18:11281.