The goal of the Ambulatory Pediatric Association/Health Resources and Services Administration National Faculty Development Scholars Program was to improve primary care education in the pediatric setting. The program evaluation focused on four stake-holder objectives: 1) increase the educational skills of community and generalist faculty; 2) create pediatric leadership focused on changing the culture within the medical community to support primary care education; 3) develop an infrastructure that supports sustained faculty development efforts at the local, regional, and national level; and 4) include content areas consistent with Health Resources and Services Administration contract requirements.
A multimethod evaluation plan, focused on the 107 completing scholars, was implemented utilizing six evaluation instruments.
Key outcomes from both quantitative and qualitative outcome measures reveal that all evaluation objectives were achieved. Scholars presented 438 local workshops and 161 regional/national workshops focused on pediatric education with a combined attendance of 7939 participants. More than half of the scholars have now assumed a leadership position in education associated with program participation. Ninety-three percent of the scholars reported organizational/infrastructure changes associated with their program participation ranging from increased numbers of community teaching sites to specific resource allocations to support of faculty development.
The outcomes of this evaluation reveal that the faculty development program achieved its objectives, with participants leading workshops, impacting faculty development infrastructure, advancing their own careers, and being strategically positioned in leadership roles with the skills to improve primary care education in the ambulatory setting.
[Show abstract][Hide abstract] ABSTRACT: The educational scholarship track represented 1 of 3 tracks of the Ambulatory Pediatric Association/Health Resources and Services Administration faculty development initiative. Two cohorts of participants (N = 38), selected via a peer-review process, took part in a series of three 2-day workshops presented over an 18-month period designed to assist experienced pediatric faculty in becoming more proficient educators. The program was developed through an iterative needs assessment process and consisted of 7 major areas of study and skill development: principles of adult learning; teaching skills; feedback and evaluation; the workshop as a teaching and faculty development tool; curriculum development, implementation, and evaluation; research in medical education; and scholarship and promotion. At program completion, 35 scholars rated themselves on their pre- and postprogram competencies, demonstrating improvement in most areas. Scholars were required to lead educational workshops and reported having led a total of 118 local and 64 regional or national workshops as part of their program participation. There are objective indications that scholars in this track were successful in furthering their careers in medical education.
[Show abstract][Hide abstract] ABSTRACT: The work environment and characteristics and behaviors of leaders are key components to successful programs. Pediatric primary care education has suffered from a lack of effective leaders.
The Executive Leadership Track of the Health Services Resources Administration-Ambulatory Pediatrics Association (HRSA-APA) National Faculty Development Scholars Program was designed to develop a cadre of teaching faculty with the knowledge, attitudes, and skills to lead primary care faculty development efforts in their home institutions, regions, and the nation.
Senior faculty from each APA region were selected to participate in a basic series of three 2-day leadership workshops. Three workshops addressed topics shown to be essential to development of productive work environments, 3 emphasized career development, and 3 addressed development of effective administrative skills. Participants were expected to give at least one workshop in their home institution or region every 6 months. Outcome measures included number of scholars successfully completing the program, number of workshops given by scholars, number of participants in scholars' workshops, indicators of professional growth, and indicators of changes in their work environment that support medical education and teaching.
Thirty-two scholars conducted 90 workshops attended by 1082 participants. Scholars reported professional accomplishment, including assuming positions of leadership and promotion. Changes to the scholar's work environment included increased emphasis on educational scholarship in promotion and tenure considerations, mission-based budgeting, and closer collaboration between academic and community faculty.
The program participants became effective leaders of and advocates for medical education.
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