From Knowledge to Practice: Evaluating a Targeted Faculty Development Program for Medical Educators Using the Kirkpatrick Framework.
- 1Department of Anatomy and Cell Biology, George Washington University School of Medicine and Health Sciences, DC Washington, USA.
- 2Center for Faculty Excellence, George Washington University School of Medicine and Health Sciences, DC Washington, USA.
- 3Department of Physician Assistant Studies, School of Medicine and Health Sciences, George Washington University, DC Washington, USA.
Abstract
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.Supplementary information
The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02803-7.
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BibTeX
@article{pajooheshganji2026from,
title = {{From Knowledge to Practice: Evaluating a Targeted Faculty Development Program for Medical Educators Using the Kirkpatrick Framework.}},
author = {Ahdeah Pajoohesh-Ganji and Kirsten Brown and Tayla Beckles and Debra Herrmann},
journal = {Medical science educator},
year = {2026},
month = jul,
doi = {10.1007/s40670-026-02803-7},
url = {https://europepmc.org/article/MED/42968773},
note = {CC BY},
}
RIS
TY - JOUR
TI - From Knowledge to Practice: Evaluating a Targeted Faculty Development Program for Medical Educators Using the Kirkpatrick Framework.
AU - Ahdeah Pajoohesh-Ganji
AU - Kirsten Brown
AU - Tayla Beckles
AU - Debra Herrmann
PY - 2026
DA - 2026/07/09
JO - Medical science educator
DO - 10.1007/s40670-026-02803-7
UR - https://europepmc.org/article/MED/42968773
AB - 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.Supplementary information The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02803-7.
SN - 2156-8650
ER -