Collaborative faculty development transforms evaluation at a school of osteopathic medicine - Figures 5, 6, 7

FIGURE 5: Collaborative, Individualized, Focused, Formative Evaluations (CIFFE) Peer Evaluation Form. Peer coaches and faculty developers utilize the CIFFE Peer Evaluation Form to record observations from faculty's facilitation of large group learning sessions. The form is an observation tool based on published instruments proposed for evaluation of case-based, interactive, and problem-based learning sessions (Frankl et al., 2017; Gannon et al., 2016; Garcia et al., 2017). Development of the observation tool was further informed by published guidelines and recommended practices for peer observations (Chism, N.V.N., 2007; Newman et al., 2009; Newman et al., 2019; Siddiqui et al., 2007) and validated by the faculty developers and peer coaches.FIGURE 6: Student Evaluation Survey. The Student Evaluation Survey is completed by first- or second-year Doctor of Osteopathic Medicine (DO) students who attend an observed large group learning session as part of ongoing curricular quality improvement.FIGURE 7: Interview Guide for Collaborative, Individualized, focused Formative Evaluations (CIFFE) Plan & Process Evaluation (Study Participants). A faculty developer uses the Interview Guide during a semi-structured oral interview of faculty study participants. The open-ended and Likest-like questions are used to promote reflection on the faculty member's experience with the individualized CIFFE plan and the overall process of its implementation.