Pa. Hemmer et L. Pangaro, Using formal evaluation sessions for case-based faculty development duringclinical clerkships, ACAD MED, 75(12), 2000, pp. 1216-1221
Developing housestaff and faculty in their roles as medical educators is a
dynamic process. The rigorous clinical evaluation method used during the th
ird-year internal medicine clerkship at the Uniformed Services University u
niquely incorporates faculty development into the process of evaluation and
generating feedback for students. Formal evaluation sessions are held mont
hly at all clerkship sites throughout the 12-week clerkship and are moderat
ed by either the internal medicine clerkship director or the on-site clerks
hip directors, Although designed to provide an opportunity for faculty to e
valuate student performance and prepare formative feedback, the sessions al
so function as formal, planned, and longitudinal forums Of "real-time," "ca
se-based" faculty development that address professional, instructional, and
leadership development. The evaluation sessions are used as a means to mod
el and teach the key concepts of the Stanford Faculty Development Program.
Providing a unifying form of evaluation across multiple teaching sites and
settings makes formal evaluation sessions a powerful, state-of-the-art tool
for faculty development.