Journal of General Internal Medicine

, Volume 21, Issue 5, pp 410–414 | Cite as

Measuring outcomes of a one-minute preceptor faculty development workshop

  • Elizabeth EckstromEmail author
  • Lou Homer
  • Judith L. Bowen
Original Articles


BACKGROUND: Measuring outcomes of faculty development programs is difficult and infrequently attempted beyond measuring participant satisfaction with the program. Few studies have validated evaluation tools to assess the effectiveness of faculty development programs, and learners have rarely participated in assessing improvement of faculty who participate in such programs.

OBJECTIVE: To develop a questionnaire to measure the effectiveness of an enhanced 1-minute preceptor (OMP) faculty development workshop via faculty self-assessment and resident assessment of faculty, and to use the questionnaire to assess an OMP faculty development workshop.

DESIGN AND MEASUREMENTS: We developed and tested a questionnaire to assess the 5 “microskills” of a OMP faculty development program, and performed faculty self-assessment and resident assessment using the questionnaire 6 to 18 months before and 6 to 18 months after our experiential skills improvement workshop.

PARTICIPANTS: Sixty-eight internal medicine continuity clinic preceptors (44 control and 24 intervention faculty) at a university, a veteran’s affairs hospital, and 2 community internal medicine training sites.

RESULTS: Twenty-two participants (92%) completed pre- and postintervention questionnaires. Residents completed 94 preintervention questionnaires and 58 postintervention questionnaires on participant faculty. Faculty reported improvement in behavior following the intervention. Residents reported no significant improvements in faculty teaching behaviors following the intervention.

CONCLUSION: We attempted to rigorously evaluate a faculty development program based on the OMP. Although the intervention did not show statistically significant changes in teaching behavior, we believe that this study is an important step in extending assessment of faculty development to include resident evaluation of participating faculty.

Key words

faculty development 1-minute preceptor clinical teaching graduate medical education ambulatory education skills assessment 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Wilkerson L, Irby DM. Strategies for improving teaching practices: a comprehensive approach to faculty development. Acad Med. 1998;73:387–96.PubMedCrossRefGoogle Scholar
  2. 2.
    Wilkerson L, Armstrong E, Lesky L. Faculty development for ambulatory teaching. J Gen Intern Med. 1990;5:S44–53.PubMedCrossRefGoogle Scholar
  3. 3.
    Salerno SM, Jackson JL, O’Malley PG. Interactive faculty development seminars improve the quality of written feedback in ambulatory teaching. J Gen Intern Med. 2003;18:831–4.PubMedCrossRefGoogle Scholar
  4. 4.
    Green ML, Gross CP, Kernan WN, Wong JG, Holmboe ES. Integrating teaching skills and clinical content in a faculty development workshop. J Gen Intern Med. 2003;18:468–74.PubMedCrossRefGoogle Scholar
  5. 5.
    Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med. 2001;13:153–60.PubMedCrossRefGoogle Scholar
  6. 6.
    Litzelman DK, Westmoreland GR, Skeff KM, Stratos GA. Student and resident evaluations of faculty—how dependable are they? Acad Med. 1999;74:S25–7.PubMedCrossRefGoogle Scholar
  7. 7.
    Neher JO, Gordon KC, Meyer B, Stevens N. A five-step “microskills” model of clinical teaching. J Am Board Fam Pract. 1992;5:419–24.PubMedGoogle Scholar
  8. 8.
    Irby DM, Aagaard E, Teherani A. Teaching points identified by preceptors observing one-minute preceptor and traditional preceptor encounters. Acad Med. 2004;79:50–5.PubMedCrossRefGoogle Scholar
  9. 9.
    Aagaard E, Teherani A, Irby DM. Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of concept. Acad Med. 2004;79:42–9.PubMedCrossRefGoogle Scholar
  10. 10.
    Salerno SM, O’Malley PG, Pangaro LN, Wheeler GA, Moores LK, Jackson JL. Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting. J Gen Intern Med. 2002;17:779–87.PubMedCrossRefGoogle Scholar
  11. 11.
    Furney SL, Orsini AN, Orsetti KE, Stern DT, Gruppen LD, Irby DM. Teaching the one-minute preceptor. A randomized controlled trial. J Gen Intern Med. 2001;16:620–4.PubMedCrossRefGoogle Scholar
  12. 12.
    Bowen JL, Eckstrom E, Muller M, Haney E. Enhancing the effectiveness of one-minute preceptor faculty development workshops. Teach Learn Med. 2006;18:35–41.PubMedCrossRefGoogle Scholar
  13. 13.
    Gelula MH, Yudkowsky R. Using standardized students in faculty development workshops to improve clinical teaching skills. Med Educ. 2003;37:621–9.PubMedCrossRefGoogle Scholar
  14. 14.
    Lesky LG, Wilkerson L. Using standardized students to teach a learner-centered approach to ambulatory precepting. Acad Med. 1994;69:955–7.PubMedCrossRefGoogle Scholar
  15. 15.
    Litzelman DK, Stratos GA, Marriott DJ, Skeff KM. Factorial validation of a widely disseminated educational framework for evaluating clinical teachers. Acad Med. 1998;73:688–95.PubMedCrossRefGoogle Scholar
  16. 16.
    Reid A, Stritter FT, Arndt JE. Assessment of faculty development program outcomes. Family Med. 1997;29:242–7.Google Scholar
  17. 17.
    Skeff KM. Evaluation of a method for improving the teaching performance of attending physicians. Am J Med. 1983;75:465–70.PubMedCrossRefGoogle Scholar
  18. 18.
    Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med. 1995;70:898–931.PubMedCrossRefGoogle Scholar

Copyright information

© Society of General Internal Medicine 2006

Authors and Affiliations

  • Elizabeth Eckstrom
    • 1
    Email author
  • Lou Homer
    • 2
  • Judith L. Bowen
    • 3
  1. 1.Department of MedicineLegacy Health SystemPortlandUSA
  2. 2.Legacy ResearchLegacy Health SystemPortlandUSA
  3. 3.Department of Medicine, Division of General Internal Medicine & GeriatricsOregon Health & Science UniversityPortlandUSA

Personalised recommendations