Assessing Change in the Teaching Practice of Faculty in a Faculty Development Program for Primary Care Physicians: Toward a Mixed Method Evaluation Approach.
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| Title: | Assessing Change in the Teaching Practice of Faculty in a Faculty Development Program for Primary Care Physicians: Toward a Mixed Method Evaluation Approach. |
|---|---|
| Language: | English |
| Authors: | Pinheiro, Sandro O., Rohrer, Jonathan D., Heimann, C. F. Larry |
| Peer Reviewed: | N |
| Page Count: | 9 |
| Publication Date: | 1998 |
| Document Type: | Reports - Evaluative Speeches/Meeting Papers Tests/Questionnaires |
| Descriptors: | Adults, Change, Curriculum Development, Evaluation Methods, Faculty Development, Higher Education, Medical Education, Physicians, Qualitative Research, Teacher Education, Teaching Methods, Videotape Recordings |
| Assessment and Survey Identifiers: | Principles of Adult Learning Scale |
| Abstract: | This paper describes a mixed method evaluation study that was developed to assess faculty teaching behavior change in a faculty development fellowship program for community-based hospital faculty. Principles of adult learning were taught to faculty participants over the fellowship period. These included instruction in teaching methods, group facilitation, and curriculum development. Quantitative data were collected through the Principles of Adult Learning Scale (PALS) developed by Conti (1979). Qualitative data were also collected through review of videotaped teaching sessions. The PALS instrument was administered to 18 faculty in a pre- and posttest design, and videotaped sessions of six participants were reviewed. Findings of this pilot study indicate that the Fellows' teaching beliefs and practices are changing from a teacher-centered to a more learner-centered and collaborative mode as a result of the faculty development program. This change is reflected in the improvement in their overall and individual PALS scores. Video observations also show change in the application of adult learning principles in their teaching. The mixed method approach provides rich descriptive data about teaching practice. The videotapes may not be useful for pure evaluative purposes, but they provide valuable feedback for the participants. (Contains two tables and nine references.) (SLD) |
| Entry Date: | 1998 |
| Accession Number: | ED421499 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED421499 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED421499 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Assessing Change in the Teaching Practice of Faculty in a Faculty Development Program for Primary Care Physicians: Toward a Mixed Method Evaluation Approach. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pinheiro%2C+Sandro+O%2E%22">Pinheiro, Sandro O.</searchLink><br /><searchLink fieldCode="AR" term="%22Rohrer%2C+Jonathan+D%2E%22">Rohrer, Jonathan D.</searchLink><br /><searchLink fieldCode="AR" term="%22Heimann%2C+C%2E+F%2E+Larry%22">Heimann, C. F. Larry</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 9 – Name: DatePubCY Label: Publication Date Group: Date Data: 1998 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Evaluative<br />Speeches/Meeting Papers<br />Tests/Questionnaires – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Change%22">Change</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physicians%22">Physicians</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Videotape+Recordings%22">Videotape Recordings</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Principles+of+Adult+Learning+Scale%22">Principles of Adult Learning Scale</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper describes a mixed method evaluation study that was developed to assess faculty teaching behavior change in a faculty development fellowship program for community-based hospital faculty. Principles of adult learning were taught to faculty participants over the fellowship period. These included instruction in teaching methods, group facilitation, and curriculum development. Quantitative data were collected through the Principles of Adult Learning Scale (PALS) developed by Conti (1979). Qualitative data were also collected through review of videotaped teaching sessions. The PALS instrument was administered to 18 faculty in a pre- and posttest design, and videotaped sessions of six participants were reviewed. Findings of this pilot study indicate that the Fellows' teaching beliefs and practices are changing from a teacher-centered to a more learner-centered and collaborative mode as a result of the faculty development program. This change is reflected in the improvement in their overall and individual PALS scores. Video observations also show change in the application of adult learning principles in their teaching. The mixed method approach provides rich descriptive data about teaching practice. The videotapes may not be useful for pure evaluative purposes, but they provide valuable feedback for the participants. (Contains two tables and nine references.) (SLD) – Name: DateEntry Label: Entry Date Group: Date Data: 1998 – Name: AN Label: Accession Number Group: ID Data: ED421499 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED421499 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 9 Subjects: – SubjectFull: Adults Type: general – SubjectFull: Change Type: general – SubjectFull: Curriculum Development Type: general – SubjectFull: Evaluation Methods Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Medical Education Type: general – SubjectFull: Physicians Type: general – SubjectFull: Qualitative Research Type: general – SubjectFull: Teacher Education Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Videotape Recordings Type: general – SubjectFull: Principles of Adult Learning Scale Type: general Titles: – TitleFull: Assessing Change in the Teaching Practice of Faculty in a Faculty Development Program for Primary Care Physicians: Toward a Mixed Method Evaluation Approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pinheiro, Sandro O. – PersonEntity: Name: NameFull: Rohrer, Jonathan D. – PersonEntity: Name: NameFull: Heimann, C. F. Larry IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Type: published Y: 1998 |
| ResultId | 1 |
