Advances in Medical Education and Practice (Mar 2017)

Faculty development for the evaluation system: a dual agenda

  • Oller KL,
  • Mai CT,
  • Ledford RJ,
  • O'Brien KE

Journal volume & issue
Vol. Volume 8
pp. 205 – 210

Abstract

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Kellee L Oller, Cuc T Mai, Robert J Ledford, Kevin E O’Brien Department of Internal Medicine, University of South Florida Morsani College of Medicine, Tampa, FL, USA Abstract: Faculty development for the evaluation process serves two distinct goals. The first goal is to improve the quality of the evaluations submitted by the faculty. Providing an accurate assessment of a learner’s capabilities is a skill and, similar to other skills, can be developed with training. Frame-of-reference training serves to calibrate the faculty’s standard of performance and build a uniform language of the evaluation. Second, areas for faculty professional growth can be identified from data generated from learners’ evaluations of the faculty using narrative comments, item-level comparison reports, and comparative rank list information. This paper presents an innovative model, grounded in institutional experience and review of the literature, to provide feedback to faculty evaluators, thereby improving the reliability of the evaluation process, and motivating the professional growth of faculty as educators. Keywords: faculty development, students, residents, performance data, evaluation

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