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<p>Limited Teaching Faculty (LTF) are often asked to teach occasional sessions without formal pedagogical training. To address this gap, we developed the Teaching Essentials Series (TES), a faculty development program tailored to help these educators become more effective teachers. We evaluated TES using a case study approach guided by the Kirkpatrick evaluation framework, utilizing quantitative and qualitative methods. Pre- and post-surveys assessed changes in participants’ knowledge and confidence. In addition, qualitative semi-structured interviews were conducted with program participants from 2023 to 2025. The Kirkpatrick model informed both the development of the interview guide and the interpretation of findings. Quantitative findings indicate that TES is a beneficial program that enhances participants’ knowledge and confidence. Qualitative interviews revealed four central themes: (1) the need for formal pedagogical training, (2) the value of practical learning, shared strategies, and peer connections, (3) enhanced confidence and educational profile, and (4) a shift in teaching perspective and mindset. Participants reported that TES helped them develop practical teaching skills that they could share with peers and leaders, with minimal time commitment. Aligned with the 4-Cs framework (Competence, Career, Context, and Community), the evaluation of the TES program suggests that TES represents a feasible, low-time-commitment model for supporting educators with substantial research and clinical responsibilities. Furthermore, participants noted that TES equipped them with tools they could share with colleagues and leaders, reinforcing the program’s broader impact.</p>

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From Knowledge to Practice: Evaluating a Targeted Faculty Development Program for Medical Educators Using the Kirkpatrick Framework

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月9日

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  • Ahdeah Pajoohesh-Ganji,
  • Kirsten Brown,
  • Tayla Beckles,
  • Debra Herrmann

摘要

Limited Teaching Faculty (LTF) are often asked to teach occasional sessions without formal pedagogical training. To address this gap, we developed the Teaching Essentials Series (TES), a faculty development program tailored to help these educators become more effective teachers. We evaluated TES using a case study approach guided by the Kirkpatrick evaluation framework, utilizing quantitative and qualitative methods. Pre- and post-surveys assessed changes in participants’ knowledge and confidence. In addition, qualitative semi-structured interviews were conducted with program participants from 2023 to 2025. The Kirkpatrick model informed both the development of the interview guide and the interpretation of findings. Quantitative findings indicate that TES is a beneficial program that enhances participants’ knowledge and confidence. Qualitative interviews revealed four central themes: (1) the need for formal pedagogical training, (2) the value of practical learning, shared strategies, and peer connections, (3) enhanced confidence and educational profile, and (4) a shift in teaching perspective and mindset. Participants reported that TES helped them develop practical teaching skills that they could share with peers and leaders, with minimal time commitment. Aligned with the 4-Cs framework (Competence, Career, Context, and Community), the evaluation of the TES program suggests that TES represents a feasible, low-time-commitment model for supporting educators with substantial research and clinical responsibilities. Furthermore, participants noted that TES equipped them with tools they could share with colleagues and leaders, reinforcing the program’s broader impact.