A triangulation model for assessment of change in classroom behavior of medical teachers participating in faculty development program on lecturing skills

Abstract

Background & Aims We utilized a triangulation method of a faculty development program's (FDP) evaluation comprising short-course workshops on classroom behaviors and lecturing skills of basic sciences faculty in a medical school. Methods & Results This study utilized data from the pre and post evaluation of classroom lectures by an expert observer. Course participants were observed before the inception of a 4-month FDP and after 6-months of program completion. Findings at 6-month post-FDP interval were supplemented with students’ and participant's self-evaluation. Expert evaluation of 15 participants showed that more participants were summarizing lectures at the end of their class (p = 0.021), utilizing more than one teaching tool (p  =  0.008) and showing a well-structured flow of information (p = 0.013). Among the students, majority (95.5%, n  =  728) agreed on “teachers were well-prepared for the lecture”, however, a low number (66.1%, n  =  504) agreed on “teachers were able to make the lecture interesting”. On self-evaluation (n =  12), majority of the participants (91.7%, n  =  11) thought these FDP workshops had a positive impact on their role as a teacher. Conclusions Gathering feedback from multiple sources can provide a more holistic insight into the impact of an FDP and can provide a robust framework for setting up future FDP targets.