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Call for Faculty Development Tools: Improving Written Qualitative Feedback
The AAIM Education Committee Faculty Development Work Group is soliciting faculty development tools to teach preceptors how to give meaningful written qualitative feedback. Submissions should include a facilitator's guide, along with any accompanying resources related to preparation, execution, and follow-up. Resources can support feedback to the learner or assessment insight to the program/institution. Examples include: PowerPoint slides, a narrated slide set, a video link, and a curriculum. Materials to support all phases of implementation, including preparation, execution, and evaluation are highly encouraged. All submissions will undergo peer-review and will be selected based on the grading rubric. Multiple submissions are permitted. The deadline for submissions is Monday, April 2, 2018, 8:00 a.m. EST.
Barriers and Benefits of Faculty Development for Qualitative Reasoning
Table 1—Venn Diagram of Dual-Purpose Qualitative Feedback
- Paucity of Tools—Tools to specifically improve qualitative reasoning and feedback are wanting. A review of presentations from the previous four Alliance conferences suggests that members may not receive adequate tools to support this faculty development need.
- Optimize benefits of milestone-based evaluation—A multi-site study of residents showed that semi-annual milestone-based evaluations improve helpfulness to learner. Yet, ongoing challenges remain as the majority of residents find milestone data to be somewhat, not very, or not at all useful for helping to identify areas of strength, areas of weakness, and areas of improvement. (Angus et al) [Link]
- Mitigate gender differences in qualitative learner feedback—A single-site qualitative analysis of Emergency Medicine residents' feedback show gender differences for male and female residents. (Mueller et al) [Link]
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