197 - Training our Diamonds in the Rough: the creation of a pediatric Fellow as Clinician Educator Track (FACET) improves fellow confidence in teaching: a pilot study

Publication Number: 197.6674

Jennifer C. Yu, Rady Children's Hospital San Diego, San Diego, CA, United States; Chris Cannavino, University of California, San Diego School of Medicine, San Diego, CA, United States; Su-Ting T. Li, University of California Davis, Sacramento, CA, United States

Background: Most physicians are involved in medical education (med-ed), but few have formal training. There are more residency Clinician Educators Tracks (CETs) but limited fellowship CETs. Currently, there is no standard for fellowship CETs, and resources to support med-ed are limited.

Objective: Our goal is to provide med-ed training to pediatric fellows through a Fellow as Clinician Educator Track (FACET) and assess changes in teaching skills and confidence.

Design/Methods: Using Kern’s 6-steps to curriculum development, we developed FACET, a 24-month curricula with med-ed workshops, faculty-observed teaching experiences with feedback, shadowing of expert clinician educators as they observe and teach medical students on rounds, and a scholarly project. We use Bandura’s Social Cognitive Theory to evaluate if shadowing clinician educators through FACET is associated with improved teaching skills. We assessed teaching through fellow self-assessed retrospective pre-post confidence in med-ed knowledge and skills (5-point Likert scale with 1=not at all confident, and 5=very confident) and pre-, mid-, and post- teaching assessments completed by faculty observers. Descriptive statistics and Wilcoxon Signed Rank Test were used for analysis.

Results: The first FACET cohort started July 2023. Of fellows in Cohorts 1&2 (N=10), most (80%) had never been exposed to how to write a med-ed paper, how to design a med-ed research project (60%), how to design a med-ed survey (60%), nor how to disseminate med-ed scholarly work (60%). No fellow had prior exposure to the difference between a CV and educator’s portfolio.

Cohort 1 (N=5) completed mid-FACET surveys. Table 1 shows fellows’ mid-FACET confidence improved in certain areas of med-ed knowledge/skills: utilizing leadership skills for teaching, the difference between a CV and Educator’s Portfolio, giving an effective lecture, facilitating small group teaching, giving a chalk talk, critically appraising the literature, being a mentor, and assessing an educational program. No changes in faculty-assessed teaching skills were noted, which may be due to small sample size (N=3 completed pre- and -mid-observations).

Conclusion(s): This pilot data shows FACET is associated with improved confidence in teaching knowledge and skills. We will complete a broader FACET program evaluation using Kirkpatrick’s Model, including changes in objective teaching skills, self-reported confidence, knowledge, and application of skills, and qualitative analysis using focus groups to determine which parts of FACET are most effective. This can help guide the creation of new fellow CETs.

Table 1
Changes in fellows self-assessment of confidence in teaching knowledge and skills retrospective pre- and mid-program; assessed by 5-point Likert scale (1-Not at all confident; 5-Very confident); IQR = interquartile range; SD = standard deviation; Wilcoxon Signed Rank Test: *=p of < 0.05