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Table 1 comparison between regular and intervention faculty development (FD) modules

From: Sustained effects of faculty leadership development modules for clinical instructors of core competences education in Taiwan: a four-year explanatory case study

 Regular FD moduleIntervention FD module
Teaching strategiesbrief expository lectures, on-site observational learning and small group discussionsPre-module online SDL, on-site observational learning and small group hands-on practicing
Pre-module preparation*No need for preparation, knowledges and skills for CC-based education are introduced and discussed in formal lecturesMaterials of 30 h of delivering skill-focused materials were studied online by participants of regular module before class
Assignments [End-of-modulepresentation]each new clinical instructor present within 15 min. and will receive 5 min. Feedback from peer and facilitator
Guided reflection of real world practicing of delivering skills for CC education and future planGuided reflection of real world practicing of delivering, designing and leading skills for CC education and future plan
Used discussion questions for guided self-reflection at the end of moduleI am familiar with … .
-delivering, designing, and leading CC-based teachings in teaching clinics, itinerant bedside, circuit bedside as well as CC-based assessments in CBD, mini-CEX and OSCE
I feel confident about … ..
- delivering, designing, and leading CC-based teachings in teaching clinics, itinerant bedside, circuit bedside as well as CC-based assessments in CBD, mini-CEX and OSCE
Iam sustainably … .within 1 year
-involve in delivering, designing and leading CC-based courses as well as incorporate CC in delivering, designing and leading courses
  1. SDL self-directed learning, CC (Core competencies) indicated the six core ACGME competencies including medical knowledge (MK), interpersonal and communication skills (ICS), system-based practice (SBP), practice-based learning and improvement (PBLI), professionalism (P), Patient care (PC)