ERIC Number: ED249908
Record Type: Non-Journal
Publication Date: 1984
Reference Count: N/A
The Study Group: Faculty Helping Themselves to Improve Their Instructional Abilities. College Teaching Monograph.
Slotnick, Henry B.
The benefits of a study group to help faculty develop their competencies and expand their awareness of professional issues are described. Specifically, the Fargo Study Group, which included seven physicians interested in improving their instructional capabilities, is considered. The participants were responsible for teaching medical students in clinical settings at the University of North Dakota School of Medicine. At the initial meeting, the group used Delbecq's Nominal Group Procedure to establish its priorities. An educational psychologist was a member of the group and served as a resource. Two general goals were established by the group: instructional techniques would be considered and (very secondarily) educational connoisseurship would be developed among participants. Connoisseurship is a consequence of being both experienced and well grounded in instructional theory. The group succeeded because: it was self-selected and cohesive; existing needs were addressed, as well as more remote but important issues (e.g., the utility of theory); structure was established within the group so that the participants saw themselves as actively involved in their own learning; and productivity was insured by having group members leave each meeting with evidence that something tangible and useful had emerged. (SW)
Descriptors: Clinical Teaching (Health Professions), Discussion Groups, Faculty Development, Group Discussion, Group Dynamics, Higher Education, Instructional Improvement, Medical School Faculty, Peer Groups, Teacher Effectiveness, Teaching Methods
University of North Dakota, Office of Instructional Development, Box 8161, University Station, Grand Forks, ND 58202.
Publication Type: Opinion Papers; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: North Dakota Univ., Grand Forks. Office of Instructional Development.