ArticleMedical education online2019
A 360-degree assessment of teaching effectiveness using a structured-videorecorded observed teaching exercise for faculty development.
Article in Medical education online, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed, 15 citations in OpenAlex.
- Beyond traditional metrics: the holistic role of multisource feedback in comprehensive dental clinical education.Frontiers in medicine · 2026Article
- Success stories: exploring perceptions of former fellows of a global faculty development program for health professions educators.BMC medical education · 2024Article
- Article
- Deep Learning-Based Correlation Analysis between the Evaluation Score of English Teaching Quality and the Knowledge Points.Computational intelligence and neuroscience · 2022Article
Corrections and comments
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Authors and funding
9 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFilming teaching sessions were reported in the medical literature in the 1980s and 1990s but appear to have been an underreported and/or underutilized teaching tool since that time. National faculty development programs, such as the Harvard Macy Institute (HMI) Program for Educators in Health Professions and the Stanford Faculty Development Center for Medical Teachers program, have attempted to bridge this gap in formal instruction in teaching skills through microteaching sessions involving videos for self- and peer-assessment and feedback.
objectiveCurrent video-feedback faculty development initiatives are time intensive and impractical to implement broadly at an institutional level. Further, results of peer feedback have not been frequently reported in the literature at the institutional level. Our research aims to propose a convenient and effective process for incorporating video analysis into faculty devleopment programs.
designOur work describes a novel technique using video-recorded, simulated teaching exercises to compile multi-dimensional feedback as an aid in faculty development programs that promote teaching-skill development. This research evaluated the effectiveness of a focused teaching practicum designed for faculty in multiple specialty departments with large numbers of older patients into a geriatrics-based faculty development program. Effectiveness of the practicum is evaluated using quantitative scoring and qualitative analysis of self-reflection as well as peer and trainee input.
resultsVOTE sessions demonstrate an important exportable product which enable faculty to receive a detailed 360-degree assessment of their teaching.
conclusionThis intervention can be easily replicated and revised, as needed, to fit into the educational curriculum at other academic medical centers.
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Registered trials
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