Assessing the impact of a faculty development workshop: A methodological study

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Abstract
Background: Faculty development programs have been used widely in the health professions. Although many activities have been described in the literature, few studies exist that have measured the impact of such programs. Purpose: This pilot study was designed to test a methodology to measure change in attitudes, cognitive learning, and teaching behaviors following a workshop on small group teaching. Methods: Instruments were designed to measure attitudes, cognitive learning, and teaching behaviors. Study participants included 10 faculty members who had attended the workshop between 1988 and 1993 and 10 control participants. Over a 3‐month period, the three instruments were employed to collect data. Results: The instruments developed for this study detected differences between the two groups. The experimental group exhibited more small‐group teaching skills and greater knowledge about small‐group teaching than did the control group. Differences existed in the use of and attitudes toward this teaching method. However, we encountered specific difficulties with the instruments and their administration. Conclusions: This study attempted to develop a methodology to assess the impact of a particular faculty development workshop. Larger prospective studies are needed to further refine this methodology to assess the impact of faculty development programs.