Online Synchronous Faculty Learning Communities in Medical Education: It Can Be Done Successfully
Abstract
The effectiveness of a 14-month pilot online synchronous faculty learning community supported by asynchronous modalities was examined using a survey instrument to measure pre- and post-physician teaching competencies at a large osteopathic medical school in the Southwest. The successful implementation of this pedagogically robust web conference program with on- and off-site faculty and preceptors resulted in an overall improvement in all 12 teaching competencies and an increase in faculty projects and scholarly activity. Final program feedback revealed that 90% of the participants would recommend the faculty learning community, and 100% felt the FLC experience enhanced their teaching.
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