A theory-based faculty development program for clinician-educators

This essay describes the development, implementation, and evaluation of a t heory-based faculty development program for physician-educators in medicine and pediatrics at The Cleveland Clinic. The program comprises a 12-hour co urse (focused on skills in precepting, bedside teaching, leading small-grou p discussions, giving lectures, designing curricula, and giving effective f eedback); onsite coaching of teaching (on wards, in outpatient clinics, or in formal lectures); and innovative projects in clinical medical education. The program advocates and demonstrates a tailored-teaching approach combin ed with learner-centered, interactive, experiential, and reflective teachin g strategies. The evaluation of the program includes satisfaction ratings, self-assessment of teaching competencies, and independent ratings of reachi ng effectiveness by the participants' trainees (medical students, residents , and fellows). The program is rated highly shows significant improvements in teaching skills as measured by both participants' self assessments and i ndependent ratings by participants' trainees, and is ongoing.