William Burdick

• MD, MSEd
• Professor at Drexel University

Introduction: Research on international faculty development programs (IFDPs) has demonstrated many positive outcomes; however, participants' cultural backgrounds, beliefs, and behaviors have often been overlooked in these investigations. The goal of this study was to explore the influences of culture on teaching and learning in an IFDP. Method:...

Regulation of the health workforce and accreditation of educational institutions are intended to protect the public interest, but evidence of the impact of these policies is scarce and occasionally contradictory. The body of research that does exist primarily focuses on policies in the global north and on the major health professions. Stress on acc...

Background Flipped classroom has received much attention during the last few years in China, but inconsistent conclusions are made about the effectiveness this approach in health professions education. This review examined the findings of controlled studies published in Chinese in order to summarize the effects of the flipped classroom methodology....

Context: Social accountability of medical schools has emerged as a standard of excellence in medical education during the last decade. However, the lack of valid and reliable instruments to estimate social accountability has limited the possibility of measuring the impact that medical schools have in society. Our aim was to develop an instrument an...

This paper describes the initiation and proceedings of a national consultation organized to appraise issues in the local built environment affecting public health, using an interprofessional and intersectoral approach. The consultation was hosted as a part of the onsite session of an international fellowship program in interprofessional education a...

This article was migrated. The article was marked as recommended. Program theories have not been extensively used in evaluating faculty development programs in medical education. Ample evidence shows that a well-formulated program theory plays a pivotal role in program implementation and evaluation. Program theory links activities and expected outc...

With the development of work‐based learning methods to assess clinical performance in a more authentic and naturalistic way, there is the potential for confusion over terminology. This chapter considers assessments of clinical competence to be measures of what doctors can do in controlled representations of professional practice, i.e. under examina...

Although the authors do not agree with medical students' bid to end the United States Medical Licensing Examination Step 2 Clinical Skills or Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation tests, they concur with Ecker and colleagues that conducting further research to support the validity argument, providing...

The increasing number of health professions students, coupled with a shift to ambulatory care and shorter hospital stays, has created a shortage of clinical training sites around the world. The authors present data on accreditation, quality, cost, and student indebtedness related to medical schools in the Caribbean-schools that some view as taking...

WHO Technical Officers and Technical Work Group members listed in Author section. The key objective of this report is to highlight the progress on the strategies and activities of WHO and its partners to transform health workforce education. It documents the activities undertaken in support of World Health Assembly resolution WHA66.23 on transform...

Background: Adapting to interprofessional education and practice requires a change of perspective for many health professionals. We aimed to explore the potential of scenario planning to bridge the understanding gap and framing strategic planning for interprofessional education (IPE) and practice (IPP), as well as to implement innovative techniques...

Technical Working Group and WHO Technical Officers listed in Author section. The rationale for the evaluation toolkit: the World Health Assembly resolution and technical working group. The urgent need to ensure that the health workforce has a broad training which accurately reflects their existing and developing working practices prompted the 2013...

Foundation for Advancement of International Medical Education and Research (FAIMER) faculty development programs have operated since 2001 and are designed to overcome many of the challenges inherent in global health collaborations, including alignment with local needs, avoiding persistent dependency, and development of trust. FAIMER fellowship prog...

In this chapter, the authors consider assessments of clinical competence to be measures of what doctors can do in controlled representations of professional practice, i.e. under examination conditions. The authors restrict the use of performance assessment to measurements of what doctors do in their professional practice. They consider competency-b...

Introduction: Health professions education uses innovative projects to promote faculty development and institution change. Faculty perceptions of the factors that promote project sustainability affect how faculty conceptualize and implement their innovations, which influences whether and how they plan for sustainability. This paper compares educat...

Background: Teachers' belief in their ability to teach influences how much of the new knowledge and skills gained during faculty development (FD) programs are actually implemented at the workplace. Aim: To study the effect of a longitudinal FD program on the self-efficacy beliefs (SEB) of teachers of health professions using quasi-experimental m...

Background: In a world that increasingly serves the international exchange of information on medical training, many students, physicians and educators encounter numerous variations in curricula, degrees, point of licensing and terminology. Aims: The aim of this study was to shed some light for those trying to compare medical training formats acr...

Background: Education innovations by health professions faculty are shaped by faculty conceptualizations of the pathway between their innovations and changes in health of communities. Aims: We aimed to explore how existing theories about the relationship between education and health are attended to, interpreted, and applied by faculty in differe...

Background: Project design and implementation, applied to real life situations, is emerging as an educational strategy for application of health professions faculty development learning within a supportive environment. Aim: We conducted a retrospective analysis of project evolution to identify common experiences, challenges, and successful strat...

At our medical college many students have lower ratings in their clinical performance once they start their clinical years (third year). This is contrary to their results in other written exams. Some students demonstrate better clinical performance. We used the six-step Positive Deviance (PD) Conceptual Framework to identify and disseminate the str...

Projects are an important tool in faculty development, and project emphasis may offer insights into perceived education priorities. Impact of projects has been focused on individuals, not institutions or health. Education innovation projects of Fellows in an international faculty development program were examined to better understand perceived need...

Linking faculty development to improvement of community health is of particular interest to health professions educators and researchers. While individuals and institutions engaged in health professions education have the potential to improve health, limited literature connects capacity building in education with improvements in health. Understandi...

As we mark the 100th anniversary of the Flexner report which revolutionized the process of medical education, there is again concern that we face a critical need for change in the process of medical education in order to meet the needs of learners, teachers, and patients. In this symposium, panelists shared perspectives on medical education reform...

International emergency medicine continues to grow and expand. There are now more than 30 countries that recognize emergency medicine as a specialty. As the field continues to develop, many physicians are reaching across borders and working with their colleagues to improve patient care, education, and research. The future growth and success of the...

IntroductionThe Long CaseObjective Structured Long Case Examination RecordShort CasesObjective Structured Clinical ExaminationsOSCE DesignConclusions AcknowledgementReferences

While there are many examples of evaluations of faculty development programs in resource rich countries, evaluation of transnational programs for faculty from developing countries is limited. We describe evaluation of the effects of the FAIMER Institute, an international health professions education fellowship that incorporates not only education c...

Group dynamics of online medical faculty development programs have not been analyzed and reported in literature. Knowledge of the types of content of posted messages will help to understand group dynamics and promote participation in an asynchronous learning environment. This paper assesses group dynamics and social interactivity in an online learn...

A century after the publication of Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching (the Flexner Report), the quality of medical education in much of Asia is threatened by weak regulation, inadequate public funding, and explosive growth of private medical schools. Competition for...

India has the highest number of medical schools in the world. Teacher shortages and inadequate training of existing faculty are a major problem. On-line faculty development and learning is a plausible component of developing medical teachers in the essentials of pedagogy. An on-line faculty development learning process utilized by Regional Institut...

The challenges facing health professions education in Africa focus on physical infrastructure, accreditation systems, student selection and faculty recruitment, retention, and development. Higher education in the health professions must be closely aligned with community health needs, and with the training and support of community health workers. A...

Finding evidence for the link between capacity building in medical education and improved health outcomes in developing countries is an important challenge. We describe the Foundation for Advancement of International Medical Education and Research (FAIMER) Institute, a two year, part-time fellowship in medical education methodology and leadership a...

Systematic surveys of undergraduate medical education have cautiously supported the outcomes of Problem Based Learning (PBL) compared with traditional learning. This article provides a critical overview of PBL, its limitations in the developing country scenario and our proposed model of PBL triggered by Real cases, to address these limitations. Our...

Context: The maldistribution of physicians in sub-Saharan Africa is having serious impacts on population health. Understanding the effect requires investigation from both donor and recipient countries. However, investigation from the perspective of donor countries has been lacking. Methods: This brief communication describes a model process for...

Residents play an important role in teaching of medical undergraduate students. Despite their importance in teaching undergraduates they are not involved in any formal training in teaching and leadership skills. We aimed to compare the teaching skills of residents with faculty in facilitating small group Problem Based Learning (PBL) sessions. This...

The Indian medical education system, one of the largest in the world, produces many physicians who emigrate to the United States, the United Kingdom, and several other countries. The quality of these physicians, therefore, has a broad global impact. Medical schools in India have rapidly proliferated in the past 25 years, doubling since 1980 for a c...

Migration of physicians has produced serious shortages in many developing countries. The Foundation for Advancement of International Medical Education and Research (FAIMER) is attempting to show this international brain drain through creation of faculty development programs for medical school faculty from developing countries in order to strengthen...

Undergraduate medical training program accreditation is practiced in many countries, but information from developing countries is sparse. We compared medical training program accreditation systems in nine developing countries, and compared these with accreditation practices in the United States of America (USA). Medical program accreditation practi...

Context and Objectives: Undergraduate medical training program accreditation is practiced in many countries, but information from developing countries is sparse. We compared medical training program accreditation systems in nine developing countries, and compared these with accreditation practices in the United States of America.

Throughout the 40 year history of standardized patient assessments and OSCEs, there have been numerous advancements, including many that involve scoring the simulated clinical encounters. While there is no clear agreement on how examinees' performance should be documented or scored in an encounter, there is a consensus that several well-chosen SP e...

Summ. The FAIMER Institute is a two-year fellowship program designed for medical school faculty from developing countries who have the potential to improve medical education. The first year consists of two residential sessions in the US before and after an intersession of distance learning and implementation of an educational project at the partici...

Step 2 Clinical Skills (CS) was introduced into the United States Medical Licensing Examination (USMLE). The purpose of USMLE Step 2 CS is to ensure successful candidates for licensure in the United States possess the clinical skills that are essential for safe and effective patient care. Ensuring high quality in such a large-scale, performance-bas...

The Accreditation Council for Graduate Medical Education (ACGME) has challenged all residencies with a new paradigm-to teach and evaluate residents based on six core competencies. One of these core competencies is clinical assessment. Standardized patients and direct observation are the most promising for emergency medicine educators to use to asse...

[Hockberger RS, Binder LS, Graber MA, Hoffman GL, Perina DG, Schneider SM, Sklar DP, Strauss RW, Viravec DR, Koenig WJ, Augustine JJ, Burdick WP, Henderson WV, Lawrence LL, Levy DB, McCall J, Parnell MA, Shoji KT. The model of the clinical practice of emergency medicine. Ann Emerg Med. June 2001;37:745-770.]

Society has a right to expect that all physicians possess basic knowledge of emergency care and the skills to manage acute problems. Competency in the care of acutely ill and injured patients is one of the fundamental exit goals of most medical schools as mandated by the Liaison Committee on Medical Education. Several groups have called for strengt...

Society has a right to expect that all physicians possess basic knowledge of emergency care and the skills to manage acute problems. Competency in the care of acutely ill and injured patients is one of the fundamental exit goals of most medical schools as mandated by the Liaison Committee on Medical Education. Several groups have called for strengt...

Purpose. Post-encounter written exercises (e.g., patient notes) have been included in clinical skills assessments that use standardized patients. The purpose of this study was to estimate the generalizability of the scores from these written exercises when they are rated by various trained health professionals, including physicians.Method. The pati...

To test the overall reliability of a performance-based clinical skill assessment for entering emergency medicine (EM) residents. Also, to investigate the reliability of separate reporting of diagnostic and management scores for a standardized patient case, subjective scoring of patient notes, and interstation exercise scores. Thirty-four first-year...

Adaptation of cases to a foreign language may pose difficulties in reproducing studies across countries. The Educational Commission for Foreign Medical Graduates has developed a ten station standardized patient emergency medicine program used to assess residents entering graduate training. The purpose of this study is to assess reproducibility of t...

Post encounter written exercises have been incorporated as part of clinical examinations that use standardized patients. The use of these exercises introduces various sources of measurement error, including errors attributable to the rater and to the specific tasks introduced in the examination. The results from a generalizability study indicated t...

To determine how often trainees in emergency medicine (EM) are observed while performing a history, a physical examination, or specific procedures. The 26 members of the National Consensus Group on Clinical Skills in Emergency Medicine affiliated with an EM residency program were asked to circulate a survey to their residents during February and Ma...

To assess the proficiency of emergency medicine (EM) trainees in the recognition of physical findings pertinent to the care of the critically ill patient. Fourteen medical students, 63 internal medicine (IM) residents, and 47 EM residents from three university-affiliated programs in Philadelphia were tested. Proficiency in physical diagnosis was as...

The curriculum of our freshman emergency medicine course now includes group interviews with standardized patients to introduce communication skills more effectively to students. Our goals for the standardized patient encounters are 1) to start the interview learning process in a nonthreatening environment, 2) to begin to use rudimentary techniques...

Emergency medicine, as a young field emphasizing basic clinical skills, should be in the forefront of the changes in undergraduate medical education. Change needs to occur in our own courses and in our role in the general education of medical students. By graduation, students completing our courses should be able to provide immediate aid, create a...

The drug of choice for local anesthesia in most emergency departments is lidocaine. However, it wears off shortly after suturing is complete and patients may experience pain after closure of the wound. We conducted a study to determine the degree of anesthesia obtained during and after repair of lacerations using lidocaine 1% versus bupivacaine 0.2...

We conducted a study to determine the number of items and successful response rate to questions specific to emergency medicine on the National Board of Medical Examiners Test, Part II (NBME-II). The 1979 and 1983 NBME-II examinations were reviewed by a subcommittee of the Society of Teachers of Emergency Medicine. Items pertaining directly to the c...

Many medical schools have required emergency medicine courses for freshmen medical students, usually through participation in BLS (basic life support) or EMT activities. For several years students at our institution have participated in a required emergency medical technician-ambulance grade (EMT-A) course. While retaining much of the material pres...