PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 6313569

Relationships between faculty evaluations and faculty development.

W E Lacefield·R D Kingston
View original source ↗Export metadata ↓

Abstract

Past research indicates weaknesses in typical approaches to the utilization of faculty evaluation information to improve faculty teaching effectiveness. This paper describes an alternative faculty development method relying on workshop formats and tested training techniques to facilitate the development of specific teaching skills. An empirical study of student evaluation of teaching data obtained prior and subsequent to faculty development interventions demonstrates that significant impact on faculty performance as teachers can be produced by this approach.

Explore related subjects

Education, ContinuingEmployee Performance AppraisalFaculty, NursingHumansNorth DakotaPersonnel ManagementTeachingJournal Article

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

W E Lacefield, R D Kingston. 1983. Relationships between faculty evaluations and faculty development.. https://doi.org/10.3928/0148-4834-19830901-04

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed1992

[Methods in continuing professional education. Results of a pilot survey of physicians].

There is not enough evidence, that formal continuing education can improve the quality of patient care. A model to support the work of quality circles by improving the acquisition of new knowledge and skills through problem-based learning in small groups was suggested in 1991. The results of a pilot survey carried out in three different groups of physicians and professional health care workers gave evidence that the model is acceptable in Germany, where problem-based learning is virtually unknown. Attributes of study groups like inclusion of nonphysicians, who would also be accepted as moderators, were indicated by a great majority. Topics and groups should be chosen by the individual and not be imposed by a central organization. Of the four methods suggested for problem-solving-presentation of the solution by an expert, solving the problem in group work, advice from an external expert, use of electronic publications--at least three were selected by 62, 65 and 96% of the responders in the three different groups. 30% of the total of 108 responders favor all four methods. Three of the four tasks of organizations responsible for continuing education are accepted: 1. support of local study groups, 2. provision of consulting experts, 3. instillation of information centers using modern information technology. Production and application of case simulations to be used in the study groups were only accepted by 23%. The differences between groups could have been caused by external influence such as experience with case presentations. The results justify a survey with improved and extended methodology in a sample of doctors representative for the physicians working within the frame work of social insurance.

Education, Continuing↗