Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development

Background: Longitudinal faculty development (LFD) may allow for increased uptake of teaching skills, especially in a forum where teachers can reflect individually and collectively on the new skills. However, the exact processes by which such interventions are effective need further exploration....

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Autores principales:	Laura Farrell, Sarah Buydens, Gisele Bourgeois-Law, Glenn Regehr
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/8cfa42db12894f86815a82d18233e82b
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spelling	oai:doaj.org-article:8cfa42db12894f86815a82d18233e82b2021-12-01T22:36:00ZExperiential learning, collaboration and reflection: key ingredients in longitudinal faculty development10.36834/cmej.702241923-1202https://doaj.org/article/8cfa42db12894f86815a82d18233e82b2021-06-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/70224https://doaj.org/toc/1923-1202 Background: Longitudinal faculty development (LFD) may allow for increased uptake of teaching skills, especially in a forum where teachers can reflect individually and collectively on the new skills. However, the exact processes by which such interventions are effective need further exploration. Methods: This qualitative study examined an LFD initiative teaching a novel feedback approach attended by five family practice physicians. The initiative began with two 1.5-hour workshops: Goal-Oriented Feedback (as the teaching skill to be developed) and Narrative Reflection (as the tool to support personal reflection on the skill being learned). Over the subsequent six-months, the five participants iteratively applied the feedback approach in their teaching and engaged in narrative reflection at four 1-hour group sessions. Transcripts from the group discussions and exit interviews were analyzed using thematic analysis. Results: Iteratively trialing, individually reflecting on, and collectively exploring efforts to implement the new feedback approach resulted in the development of a learning community among the group. This sense of community created a safe space for reflection, while motivating ongoing efforts to learn the skill. Individual pre-reflection prepared individuals for group co-reflection; however, written narratives were not essential. Conclusion: LFD initiatives should include an emphasis on ensuring opportunities for iterative attempts of teaching skills, guided self-reflection, and collaborative group reflection and learning to ensure sustainable change to teaching practices. Laura FarrellSarah BuydensGisele Bourgeois-LawGlenn RegehrCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Laura Farrell Sarah Buydens Gisele Bourgeois-Law Glenn Regehr Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development
description	Background: Longitudinal faculty development (LFD) may allow for increased uptake of teaching skills, especially in a forum where teachers can reflect individually and collectively on the new skills. However, the exact processes by which such interventions are effective need further exploration. Methods: This qualitative study examined an LFD initiative teaching a novel feedback approach attended by five family practice physicians. The initiative began with two 1.5-hour workshops: Goal-Oriented Feedback (as the teaching skill to be developed) and Narrative Reflection (as the tool to support personal reflection on the skill being learned). Over the subsequent six-months, the five participants iteratively applied the feedback approach in their teaching and engaged in narrative reflection at four 1-hour group sessions. Transcripts from the group discussions and exit interviews were analyzed using thematic analysis. Results: Iteratively trialing, individually reflecting on, and collectively exploring efforts to implement the new feedback approach resulted in the development of a learning community among the group. This sense of community created a safe space for reflection, while motivating ongoing efforts to learn the skill. Individual pre-reflection prepared individuals for group co-reflection; however, written narratives were not essential. Conclusion: LFD initiatives should include an emphasis on ensuring opportunities for iterative attempts of teaching skills, guided self-reflection, and collaborative group reflection and learning to ensure sustainable change to teaching practices.
format	article
author	Laura Farrell Sarah Buydens Gisele Bourgeois-Law Glenn Regehr
author_facet	Laura Farrell Sarah Buydens Gisele Bourgeois-Law Glenn Regehr
author_sort	Laura Farrell
title	Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development
title_short	Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development
title_full	Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development
title_fullStr	Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development
title_full_unstemmed	Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development
title_sort	experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/8cfa42db12894f86815a82d18233e82b
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Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development

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