Dealing with the Problem Teacher

Dealing With the Problem Teacher

Program directors have to be able to deal with issues surrounding faculty teaching performance. There is little in the literature to help in this regard. Although there are many references available for handling the problem learner, there is virtually nothing written on the problem teacher. Nevertheless, there is an abundance of information from other fields on how to deal with an underperforming or difficult member of an organization. Strategies for remediation exist for a variety of settings, many of which are applicable to the medical field.

Identifying problem faculty is rarely difficult, but having objective information on which to act is often difficult. Setting specific performance expectations is mandatory. Using objective assessment tools can make it clear that goals are not being met. The same assessments that are used for residents are equally applicable to faculty assessment. Core competency based assessments and 360 degree evaluations are particularly useful.

Once a problem is identified, gather as much information as possible from as many sources as possible. It is important to have a clear picture. Do not rely on hearsay. Objective assessments from residents, students and other faculty are obviously the most useful data, but personal observation is acceptable as long as it is documented. Having specific areas of underperformance identified makes a discussion focused and allows for specific interventions. You cannot tell someone that they are just not doing well: you have to tell them why they are not doing well. Frequently, faculty may have no idea of how they are perceived and may in fact believe the problem is not with their performance but with the performance of those they are supposed to supervise.

The problem teacher may come in many forms. The full range of underperformance is beyond the scope of this discussion. In most organizations however, underperformance is due to 4 major causes: inexperience, lack of clear expectations, fatigue or as it is currently termed, “burnout.” This refers to personal issues, such as family stressors, personality disorders and substance abuse.

Inexperience and lack of confidence is common in junior faculty. Reassurance, good communication, and mentoring by more experienced faculty can usually improve performance. It is important to set clear guidelines for expectations and maintain good lines of communication while learning is taking place. Again, it is a good idea to couch the conversation in neutral language.

Lack of clear expectations contributes to poor performance. Faculty cannot deliver good teaching if they do not what is required. Periodic refreshers to all faculty on core competencies, your departmental assessment tools and specific rotation goals and objectives can go a long way to improving performance. The annual program