Faculty Development Learning Journey
Preparing Clinical Teachers to Deliver Effective Feedback
Embedded Files
Learning Design Concept - Project Overview
Learning Design Concept - Project Overview
Challenge
Clinical faculty often attend faculty development workshops with varying levels of teaching experience and little shared baseline knowledge. Valuable workshop time is frequently spent reviewing foundational concepts instead of engaging in discussion and practice.
Goal
Design a blended learning experience that:
establishes common foundational knowledge before the workshop
maximizes interactive learning during the live session
provides practical job aids for use in clinical teaching afterwards
Learning Journey
Learning Journey
✍️Registration
💻Mini E-learning Module (15 minutes)
💬Faculty Development Workshop (90 minutes)
💡Reflection Activity
📄Take-home Resource
🎓Apply with Learners
📧Follow-up Email
Kirkpatrick Evaluation Framework
Kirkpatrick Evaluation Framework
This blended learning experience was designed with an evaluation plan that measures learner (participant) response, knowledge acquisition, application in practice, and potential impact on the learner experience.
Level 1: Reaction
Gather participants’ perceptions of the pre-workshop mini module and live workshop, including relevance, engagement, confidence, and preparedness for clinical teaching.
Methods:
Registration form (gather information on baseline expectations and perceived learning needs)
Post-module feedback survey
Post-workshop evaluation survey
Level 2: Learning
Assess whether participants gained the intended knowledge and skills related to effective feedback practices.
Methods:
Knowledge checks embeded in the Articulate mini module
Case-based questions during the workshop
Facilitator observation of role-play activities and debriefing
Level 3: Behaviour
Examine how participants intend to apply the feedback strategies in their clinical teaching practice.
Methods:
Action statement from participants in a chat waterfall during the workshop
Follow-up poll 4-8 weeks after the workshop on application in their teaching practice and conversations with learners (students)
Level 4: Results
Explore the broader impact of the intervention on the learner experience and teaching quality.
Methods:
Student evaluations of the quality and usefulness of the feedback received
Improved ratings on clinical teaching relating to feedback
Themes from learner comments about actionable and respectful feedback
Pre-Workshop: Articulate Rise Mini Module
Pre-Workshop: Articulate Rise Mini Module
Purpose
Build baseline knowledge before the workshop
Adult Learning Principles
Knowles' Andragogy - learners understand why feedback matters before attending the workshop
Self-directed learning - faculty complete the module at their own pace
Cognitive Load Theory - Short microlearning chunks reduce overload
Mayer's Multimedia Principles - graphics paired with concise narration improve understanding
Storyboard
Blueprint mapping out the screens for developing the mini module on Articulate Rise. The storyboard includes layout mockups, on-screen text, narration, user interaction, and design notes.
Articulate Rise Module
This 10–15 minute pre-workshop module is designed for clinical faculty attending a faculty development workshop on delivering effective feedback to medical learners. The experience combines microlearning, reflection, clinical scenarios, and a resource.
Downloadable Toolkit Resource
The downloadable PDF toolkit supports the transfer of learning to teaching in the clinical environment.
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