Collaborative development of teaching scripts: an efficient faculty development approach for a busy clinical teaching unit.

Abstract

BACKGROUND: Exemplary teachers have been shown to use teaching scripts, ways of organizing the content and instructional approach for commonly encountered teachable moments. This study describes a busy hospitalist unit's early experience with the collaborative development of teaching scripts. METHODS: In 2010, during monthly workshops, 10 faculty members each prepared and presented a teaching script for a different commonly encountered diagnosis. Open-ended surveys assessing the impact on faculty were analyzed using an iterative approach. Changes in faculty self-efficacy, and the frequency and applicability of teaching were measured. RESULTS: The program required 10 hours of attendance time and a mean of 4.3 hours for each faculty member who prepared a teaching script. No significant differences in quantity or applicability of teaching were detected, but faculty self-efficacy improved significantly. In addition, faculty described beneficial effects in their individual professional development, development of a shared mental model of professional responsibility, and interpersonal relationships. A majority of comments were positive; negative comments focused on the time required to prepare scripts, and apprehension about presenting to peers. CONCLUSIONS: The program was an efficient approach to improve self-rated teaching skills, enhance professional development, and build collegiality among clinician-teachers.