ASSESSING THE IMPACT OF A FACULTY-DEVELOPMENT WORKSHOP - A METHODOLOGICAL STUDY

Background: Faculty development programs have been used widely in the health professions. Although many activities have been described in th e literature, few studies exist that have measured the impact of such programs. Purpose: This pilot study was designed to rest a methodology to measure change in attitudes, cognitive learning, and teaching beha viors following a workshop on small group teaching. Methods: Instrumen ts were designed to measure attitudes, cognitive learning, and teachin g behaviors. Study participants included 10 faculty members who had at tended the workshop between 1988 and 1993 and 10 control participants. Over a 3-month period, the three instruments were employed to collect data. Results: The instruments developed for this study detected diff erences between the two groups. The experimental group exhibited more small-group teaching skills and greater knowledge about small-group te aching than did the control group. Differences existed in the use of a nd attitudes toward this teaching method. However, we encountered spec ific difficulties with the instruments and their administration. Concl usions: This study attempted to develop a methodology to assess the im pact of a particular faculty development workshop. Larger prospective studies are needed to further refine this methodology to assess the im pact of faculty development programs.