INTRODUCTION: Retrospective video analysis (RVA) has been a popular method of analysis in many research fields, evidenced by autism behavioral research, child play behavior, and caregiver-resident interactions (Baranek, 1999; Gilchrist et al., 2018; Gilmore-Bykovskyi, 2015). Given the widespread use of RVA, the number of studies using it to augment their study designs provide sparse details about the training methods for this level of analysis, making it difficult to maintain a standard level of rigor across different institutions (Haidet, Tate, Divirgilio-Thomas, Kolanowski, & Happ, 2009). METHODS: A structured training program was developed for naïve coders (n=5). The structured training program was composed of five stages with careful introduction of behaviors and regular checkpoints. Statistical Analysis: The output generated by the naïve trainees was analyzed with paired t-tests, Fisher’s Exact Test, ANOVA, percent agreement, and Cohen’s kappa. RESULTS: No difference was found between the different trainees, demonstrating the trainees were trained to a similar level of expertise. The overall recognition of behaviors increased by 2.1% from the first to last training video analysis. Discrete behaviors had a higher level of agreement. CONCLUSIONS: The structured training program demonstrated a small increase in the recognition of behaviors, with a higher recognition in the derived MDS-UPDRS behaviors.

Literature regarding faculty development in uniprofessional healthcare programs is prolific; however, little has been written about instructional programs designed for faculty delivering interprofessional education (IPE). In this paper, we describe the genesis, content, and improvement of a faculty development workshop which exemplifies a meta teaching model and was designed to serve faculty facilitators in a rapidly growing IPE program. Evaluations following initial delivery of the workshops in fall 2018 returned high faculty satisfaction ratings and feedback suggesting a need for even more pedagogical training with a stronger emphasis on meta techniques and less on a review of student content. In response, program developers incorporated additional teaching techniques in the spring 2019 training. Faculty evaluations in spring 2019 reflected even greater satisfaction with the increased focus on “meta skills”. The faculty development program described in this paper supports the need for a structured training process for faculty facilitating in IPE programs.