Milestone-Based Tool for Learner Evaluation of Faculty Clinical Teaching
Karyn Kassis,
Rebecca Wallihan,
Larry Hurtubise,
Sara Goode,
Margaret Chase,
John D. Mahan
Affiliations
Karyn Kassis
Assistant Professor of Pediatrics, Nationwide Children's Hospital; Assistant Professor of Pediatrics, The Ohio State University College of Medicine; Director, Center for Faculty Development, Nationwide Children's Hospital; Director, Center for Faculty Development, The Ohio State University College of Medicine
Rebecca Wallihan
Assistant Professor of Pediatrics, Nationwide Children's Hospital; Assistant Professor of Pediatrics, The Ohio; State University College of Medicine; Associate Program Director, Pediatric Residency Program, Nationwide Children's Hospital; Associate Program Director, Pediatric Residency Program, The Ohio State University College of Medicine; Vice Chair for Education, Nationwide Children's Hospital; Vice Chair for Education, The Ohio State University College of Medicine
Larry Hurtubise
Associate Director, Center for Faculty Development, Nationwide Children's Hospital; Adjunct Associate Professor of Biomedical Education and Anatomy, The Ohio State University College of Medicine
Sara Goode
Program Administrator, Office of Graduate Medical Education, Nationwide Children's Hospital
Margaret Chase
Associate Professor of Pediatrics, Nationwide Children's Hospital; Associate Professor of Pediatrics, The Ohio State University College of Medicine; Program Director of the Internal Medicine/Pediatrics Residency, Nationwide Children's Hospital; Program Director of the Internal Medicine/Pediatrics Residency, The Ohio State University College of Medicine
John D. Mahan
Professor of Pediatrics, Nationwide Children's Hospital; Professor of Pediatrics, The Ohio State University College of Medicine; Program Director, Pediatric Residency Program and Pediatric Nephrology Fellowship Program, Nationwide Children's Hospital; Program Director, Pediatric Residency Program and Pediatric Nephrology Fellowship Program, The Ohio State University College of Medicine
Introduction Traditional normative Likert-type evaluations of faculty teaching have several drawbacks, including lack of granular feedback, potential for inflation, and the halo effect. To provide more meaningful data to faculty on their teaching skills and encourage educator self-reflection and skill development, we designed and implemented a milestone-based faculty clinical teaching evaluation tool. Methods The evaluation tool contains 10 questions that assess clinical teaching skills with descriptive milestone behavior anchors. Nine of these items are based on the Stanford Faculty Development Clinical Teaching Model and annual Accreditation Council for Graduate Medical Education (ACGME) resident survey questions; the tenth was developed to address professionalism at our institution. The tool was developed with input from residency program leaders, residents, and the faculty development committee and piloted with graduate medical education learners before implementation. Results More than 7,200 faculty evaluations by learners and 550 faculty self-evaluations have been collected. Learners found the form easy to use and preferred it to previous Likert-based evaluations. Over the 2 years that faculty self-evaluations have been collected, their scores have been similar to the learner evaluation scores. The feedback provided faculty with more meaningful data on teaching skills and opportunities for reflection and skill improvement and was used in constructing faculty teaching skills programs at the institutional level. Discussion This innovation provides an opportunity to give faculty members more meaningful teaching evaluations and feedback. It should be easy for other institutions and programs to implement. It leverages a familiar milestone construct and incorporates important ACGME annual resident survey information.
