Faculty development to enhance humanistic teaching and role modeling

A collaborative study at eight institutions

William T. Branch, Calvin L. Chou, Neil J. Farber, David Hatem, Craig Keenan, Gregory Makoul, Mariah Quinn, William H Salazar, Jane Sillman, Margaret Stuber, Luann Wilkerson, George Mathew, Michael Fost

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

Background: There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare. Objective: We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls. Design: Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire. Participants: Groups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program. Intervention: Our 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions. Main Measures: The main outcome was the aggregate score of the ten items on the questionnaire at all institutions. Key Results: The aggregate score favored participants over controls (P=0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills. Conclusions: Longitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools.

Original languageEnglish (US)
Pages (from-to)1250-1255
Number of pages6
JournalJournal of General Internal Medicine
Volume29
Issue number9
DOIs
StatePublished - Jan 1 2014

Fingerprint

Teaching
Humanism
Problem-Based Learning
Curriculum
Medicine

Keywords

  • attitudes and values
  • faculty development
  • professionalism

ASJC Scopus subject areas

  • Internal Medicine

Cite this

Faculty development to enhance humanistic teaching and role modeling : A collaborative study at eight institutions. / Branch, William T.; Chou, Calvin L.; Farber, Neil J.; Hatem, David; Keenan, Craig; Makoul, Gregory; Quinn, Mariah; Salazar, William H; Sillman, Jane; Stuber, Margaret; Wilkerson, Luann; Mathew, George; Fost, Michael.

In: Journal of General Internal Medicine, Vol. 29, No. 9, 01.01.2014, p. 1250-1255.

Research output: Contribution to journalArticle

Branch, WT, Chou, CL, Farber, NJ, Hatem, D, Keenan, C, Makoul, G, Quinn, M, Salazar, WH, Sillman, J, Stuber, M, Wilkerson, L, Mathew, G & Fost, M 2014, 'Faculty development to enhance humanistic teaching and role modeling: A collaborative study at eight institutions', Journal of General Internal Medicine, vol. 29, no. 9, pp. 1250-1255. https://doi.org/10.1007/s11606-014-2927-5
Branch, William T. ; Chou, Calvin L. ; Farber, Neil J. ; Hatem, David ; Keenan, Craig ; Makoul, Gregory ; Quinn, Mariah ; Salazar, William H ; Sillman, Jane ; Stuber, Margaret ; Wilkerson, Luann ; Mathew, George ; Fost, Michael. / Faculty development to enhance humanistic teaching and role modeling : A collaborative study at eight institutions. In: Journal of General Internal Medicine. 2014 ; Vol. 29, No. 9. pp. 1250-1255.
@article{a903898c716b47718f4b8373693224a8,
title = "Faculty development to enhance humanistic teaching and role modeling: A collaborative study at eight institutions",
abstract = "Background: There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare. Objective: We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls. Design: Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire. Participants: Groups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program. Intervention: Our 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions. Main Measures: The main outcome was the aggregate score of the ten items on the questionnaire at all institutions. Key Results: The aggregate score favored participants over controls (P=0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills. Conclusions: Longitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools.",
keywords = "attitudes and values, faculty development, professionalism",
author = "Branch, {William T.} and Chou, {Calvin L.} and Farber, {Neil J.} and David Hatem and Craig Keenan and Gregory Makoul and Mariah Quinn and Salazar, {William H} and Jane Sillman and Margaret Stuber and Luann Wilkerson and George Mathew and Michael Fost",
year = "2014",
month = "1",
day = "1",
doi = "10.1007/s11606-014-2927-5",
language = "English (US)",
volume = "29",
pages = "1250--1255",
journal = "Journal of General Internal Medicine",
issn = "0884-8734",
publisher = "Springer New York",
number = "9",

}

TY - JOUR

T1 - Faculty development to enhance humanistic teaching and role modeling

T2 - A collaborative study at eight institutions

AU - Branch, William T.

AU - Chou, Calvin L.

AU - Farber, Neil J.

AU - Hatem, David

AU - Keenan, Craig

AU - Makoul, Gregory

AU - Quinn, Mariah

AU - Salazar, William H

AU - Sillman, Jane

AU - Stuber, Margaret

AU - Wilkerson, Luann

AU - Mathew, George

AU - Fost, Michael

PY - 2014/1/1

Y1 - 2014/1/1

N2 - Background: There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare. Objective: We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls. Design: Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire. Participants: Groups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program. Intervention: Our 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions. Main Measures: The main outcome was the aggregate score of the ten items on the questionnaire at all institutions. Key Results: The aggregate score favored participants over controls (P=0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills. Conclusions: Longitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools.

AB - Background: There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare. Objective: We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls. Design: Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire. Participants: Groups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program. Intervention: Our 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions. Main Measures: The main outcome was the aggregate score of the ten items on the questionnaire at all institutions. Key Results: The aggregate score favored participants over controls (P=0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills. Conclusions: Longitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools.

KW - attitudes and values

KW - faculty development

KW - professionalism

UR - http://www.scopus.com/inward/record.url?scp=84906934886&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84906934886&partnerID=8YFLogxK

U2 - 10.1007/s11606-014-2927-5

DO - 10.1007/s11606-014-2927-5

M3 - Article

VL - 29

SP - 1250

EP - 1255

JO - Journal of General Internal Medicine

JF - Journal of General Internal Medicine

SN - 0884-8734

IS - 9

ER -