The development of an Education Grand Rounds program at an academic health center
Melissa S. Medina1, Valerie N. Williams2 and Laura R. Fentem2
1The University of Oklahoma College of Pharmacy, USA
2The College of Medicine at the University of Oklahoma Health Sciences Center, USA
Submitted: 06/04/2010; Accepted: 07/05/2010; Published: 21/05/2010
Int J Med Educ. 2010; 1:30-36; doi: 10.5116/ijme.4be3.e46e
© 2010 Melissa S. Medina et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0
Objectives: Faculty in the health professions need to demonstrate teaching effectiveness and faculty development of teaching can help them achieve this expectation. While there are several development options, the utility of an Education Grand Rounds was explored. The objectives were to coordinate eight yearly sessions focused on six topic priorities, involve our main and distant campus and national presenters, deliver live sessions to the main and distant campus and videocapture sessions, and dedicate session time to active learning.
Methods: Education Grand Rounds was developed by faculty and administrative representatives from all six colleges on our two campuses and made available to all faculty at our academic health sciences center. Six sessions topics were prioritized: didactic and clinical teaching, education research, assessment/evaluation, education administration, and instructional technology.
Results: Over five years, eight active learning sessions a year were delivered to the main and distant campuses emphasizing six prioritized teaching areas, included local and national presenters, with sixteen sessions videocaptured. On average monthly attendance was nineteen from the main and three from the distant campuses, representing five of six disciplines. The majority of attendees reported above/significantly above average satisfaction with the sessions.
Conclusions: Education Grand Rounds is a sustainable form of faculty development for health sciences center faculty located on two campuses. Future directions should assess the impact of topic sequencing presented in multiple modalities, synchronous versus asynchronous participation, and the types of active learning used on participants' teaching improvement and change as a result of the sessions.