Development and Evaluation of a Faculty Teaching Boot Camp Before and During the COVID-19 Pandemic

Abstract

Introduction Medical faculty often assume teaching responsibilities without formal training in teaching skills. The purpose of this study was to design, implement, and evaluate boot camp workshop training faculty in basic teaching competencies. We also describe the transition to a virtual format necessitated by the COVID-19 pandemic. Methods The workshop content was derived from a needs assessment survey and discussion with content experts. Four main content areas were identified: setting expectations, giving feedback, evaluating learners, and teaching in specific settings (outpatient clinics, inpatient wards, procedures/surgery, and small groups). The initial boot camp was a four-hour in-person event. The following year, the boot camp was offered via online videoconference. We used a pre-post survey to assess participant reaction and knowledge acquisition from session content. Results A total of 30 local faculty attended the 2020 in-person boot camp, while 105 faculty from across the state attended the 2021 online boot camp. Statistically significant increases in post-knowledge scores were identified for two sessions in the 2020 boot camp and four sessions in 2021. The participants rated both boot camps favorably with no significant difference between the in-person and online presentations for most ratings but were less satisfied with networking opportunities in the online boot camp. Discussion We describe an effective faculty development boot camp teaching core competencies for medical clinician-educators. We were able to leverage the online teleconferencing platform to deliver the content to a larger number of preceptors at distant sites without sacrificing outcomes of participant satisfaction and improvement in knowledge scores. The online model allowed busy clinicians to participate while multitasking. Comments also highlighted the importance of having an engaged moderator during the online event. Conclusions Many medical schools utilize preceptors in distant locations. We demonstrated the feasibility of reaching a much larger and geographically widespread group of clinical preceptors using a virtual format while still showing improvement in knowledge scores relating to workshop content. For future faculty development, we propose that hybrid models with both in-person and virtual components will be effective in meeting the needs of a geographically distributed faculty.