Article Text

  1. S. Chauvin,
  2. T. Yang,
  3. F. Lopez,
  4. C. Sanders
  1. School of Medicine, New Orleans


Purpose This presentation summarizes the initial development, implementation, and evaluation of the Professional Advancement for Clinician Educators (PACE) as a demonstration model of department level faculty professional development of clinician-educators. The model includes an educational scholarship workshop series, Grand Rounds presentations and mini-retreats on teaching/medical education, a department-wide educational enhancement project, informal small group discussions (roundtables), and individualized consultation for teaching and educational scholarship. Faculty participation is completely voluntary.

Methods Evaluation of the workshop series used pre-post session questionnaires targeting self-reported knowledge and self-efficacy for content and skills reflected in workshop objectives. Open-ended items targeted interests and intentions (pre-session) and session satisfaction (post-session). Descriptive summary statistics, Cronbach's alpha (internal consistency reliability), and Wilcoxon's signed rank t-test, appropriate to each session data set, were used to examine workshop effectiveness. Evaluation of other PACE components used case study (qualitative) methods.

Results Participants completing both pre- and post- session questionnaires ranged from 53-100%. Cronbach's alpha coefficients ranged from r = .80-.99, with all but one coefficient above r = .90. Total questionnaire results revealed significant gains from pre- to post-workshop self-reports (range: p = .0001 to p = .0349). Analysis of item pre-post differences revealed highly significant gains (p < .0001) for a large majority of items. Content analysis of responses to open-ended items revealed specific knowledge/skills learning and the effectiveness of authentic applications and hands-on learning. Qualitative results revealed significant impact of Grand Rounds presentations, mini-retreats, and department-wide project for enhancing teaching/learning and assessment processes and promoting new educational and professional development opportunities for faculty, residents, fellows, and students.

Conclusion Many faculty members devote significant time to teaching and education, but few have formal preparation in the science and scholarship of teaching. PACE is an effective and cost-effective model for nurturing and recognizing faculty members' professional development and achievements as clinician-educators. Minimal finances are needed to support PACE, but visible enthusiasm and recognition by department leaders are critical. Faculty members at all career stages (junior, mid-career, senior) participated regularly. Results reveal early impact and are very encouraging.

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