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Faculty Development for Family Medicine Educators: An Agenda for Future Activities
Abstract
The literature on faculty development activities for family medicine educators is reviewed and presented in three sections: (a) overview of faculty development in family medicine, (b) fellowships, and (c) workshops and other short‐term programs. Although a wide variety of formats have been utilized for faculty development purposes in family medicine, most faculty development programs have been evaluated primarily on participant satisfaction rather than on observed changes in participant behavior when in the faculty role.As funds for family medicine faculty development programs disappear or decline, new strategies for maintaining the quantity and quality of family medicine educators must be developed. We suggestan agenda for future faculty development activities in family medicine. These activities include (a) initiation of faculty development training, including teaching and research skills, during residency training programs, (b) development of fourth‐year clinical fellow positions supported by clinical revenue, (c) development of 2‐year research fellowships supported by clinical revenue and research grants, and (d) more rigorous evaluation of faculty development fellowships and workshops based on outcome measures rather than strictly on participant satisfaction.
... Robust faculty development (FD) programs in the health professions are necessary to provide faculty with the knowledge and skills required to prepare learners for an ever-evolving healthcare landscape. Although FD initially emerged as a form of training to develop teaching skills, it has since expanded to include activities that improve knowledge and skills in other domains such as research, administration and clinical skills [1][2][3]. In addition to benefiting learners, FD programs can augment the careers of health professions educators through improved self-efficacy and sense of belonging within the broader education community [4]. ...
... They include us in programming and recommend us for positions. "Community of Practice Networking (2a,3,8) "It is a unique network of scholars dedicated to health professions education. " "Opportunity to network with colleagues doing cutting edge educational work. ...
Faculty development (FD) programs are critical for providing the knowledge and skills necessary to drive positive change in health professions education, but they take many forms to attain the program goals. The Macy Faculty Scholars Program (MFSP), created by the Josiah Macy Jr. Foundation (JMJF) in 2010, intends to develop participants as leaders, scholars, teachers, and mentors. After a decade of implementation, an external review committee conducted a program evaluation to determine how well the program met its intended goals and defined options for ongoing improvement.
The committee selected Stufflebeam’s CIPP (context, input, process, products) framework to guide the program evaluation. Context and input components were derived from the MFSP description and demographic data, respectively. Process and product components were obtained through a mixed-methods approach, utilizing both quantitative and qualitative data obtained from participant survey responses, and curriculum vitae (CV).
The evaluation found participants responded favorably to the program and demonstrated an overall increase in academic productivity, most pronounced during the two years of the program. Mentorship, community of practice, and protected time were cited as major strengths. Areas for improvement included: enhancing the diversity of program participants, program leaders and mentors across multiple sociodemographic domains; leveraging technology to strengthen the MFSP community of practice; and improving flexibility of the program.
The program evaluation results provide evidence supporting ongoing investment in faculty educators and summarizes key strengths and areas for improvement to inform future FD efforts for both the MFSP and other FD programs.
... Centra (1978) Faculty development refers to that broad range of activities that institutions use to renew or assist faculty in their roles. Sheets & Schwenk (1990) Faculty development includes initiatives designed to improve the performance of faculty members in teaching, research and administration. Bland et al., (1990) Faculty development is a planned program to prepare institutions and faculty members for their academic roles, including teaching, research, administration, writing and career. ...
... Maila indibidualari dagokionez esan dezakegu badirela autore batzuk arreta irakasleengan soilik jartzen dutenak, hau da, irakasleak hobekuntzaren helmuga bakar gisa nabarmentzen dutenak (Sheets & Schwenk, 1990). Enfasi hau kontzeptuaren sorreran bertan agertu zen eta gaur egunera arte garapen proposamen ugariren euskarrian mantendu den ikuskera da. ...
Faculty development is recognized as a relevant factor for improving the quality of education in higher education institutions. However, behind this term different conceptions and practices are hiding. This article aims to analyze the changes and continuities of this concept over time and to understand deeply the complexity of their meanings, for which we will approach the construction of these meanings in their socio-historical contexts of production and scientific research. This perspective of analysis allows us to conclude that it has been moving from an approach oriented to supporting teachers in their development as teachers, professionals and/or academics, towards another, focused on promoting effective teaching and learning processes at micro and macro level. These challenges highlight the need to foster broader visions that, beyond teachers, focus on organizations, frameworks, and infrastructures that target teaching and learning.
... Medical schools have used faculty development programs (FDPs) as an essential means to manage and assist their faculty members to adapt to changes in internal and external environments [1,2]. While researchers have defined FDPs in a variety of ways, instructional development has steadily been the central focus of faculty development [3][4][5], and in practice, FDPs that prepare faculty members as medical teachers have been acknowledged as "imperative" for all medical schools [5]. ...
... Based on the initial purpose of the NTTC, its programs have consistently been available to external domestic institutions despite the NTTC's status as an annex of Seoul National University College of Medicine (SNUCM). As the institution grew, a standard pattern for the NTTC FDPs was gradually established which can be characterized as (1) a workshop or a series of workshops (2) that are conducted at least once or twice a month (3) and are usually one or two days long for each program. ...
Background
Medical schools have used faculty development programs as an essential means to improve the instruction of faculty members. Thus far, however, participating in such programs has been largely voluntary for individuals even though a certain degree of participation is required to achieve practical effectiveness. In addition, the learning behaviors of faculty members are known to be influenced by organizational contexts such as a hidden curriculum. Therefore, this study explored the organizational characteristics of medical schools affecting attendance at faculty development programs. Methods
Forty medical schools in South Korea were included in this study. In total, 1,667 faculty members attended the faculty development programs at the National Teacher Training Center for Health Personnel between 2007 and 2015. For independent variables, information on the basic characteristics and the educational states was collected from all the medical schools. Themes were identified from their educational goals and objectives by inductive content analysis. ResultsThe number of nine-year cumulative attendees from medical schools ranged from 8 to 104. The basic characteristics of the medical schools had little influence on faculty development program attendance, while several themes in the educational goals and objectives, including “cooperation”, “serving various societies”, and “dealing with a changing future” showed a significant difference in participation. The number of full-time faculty showed a significant positive correlation when it was smaller than the median, and the proportion of alumni faculty showed a significant negative correlation when it was higher than 50%. Conclusions
This study adds to existing knowledge on factors affecting attendance at faculty development programs by identifying related institutional factors that influence attendance. While the variations depending on the basic characteristics were minimal, the organizational environment surrounding medical education significantly contributed to attendance. Addressing institutional as well as individual factors could contribute to improving participation by faculty members in faculty development programs.
... Faculty development has been defined as that wide range of activities that institutions apply to support faculty members' roles. [15] This included programs designed to improve the performance of faculty members in education, research and administration [16] as well as augmenting organizational capacities and culture. [17] A study by Riegle [18] found that a number of descriptions for the term "faculty development were used. ...
... In 1983, Sullivan [23] advised that newly-designed FDPs should initiate, infuse, and sustain change in targeted faculty. In 1992, Hitchcock et al. [24] reviewed earlier studies of the faculty development [14,16,25] and concluded that the concept of faculty development was evolving and expanding. Furthermore, Hubbard and Atkins [26] considered faculty development strategies as valuable means to enhance the faculty and institution capabilities to create an enriched environment that expanded faculty awareness of new emerging information and is directed at understanding the growing nature of higher education. ...
Faculty development programs (FDPs) have proven to be successful for improving teaching skills in higher education. This review article summarizes literature reviews and resource books on faculty development. It tackled why FDP is important, history of FDP in the past years, and questioned whether FDP produced any positive effect on students' academic achievement as well as the different methods to assess FDPs effectiveness. The review also discussed how to establish FDP, presented its ideal structure, features that make FDP effective, and outlined the barriers to its successful implementation as well as the future vision. This report also highlighted the situation of FDP in Saudi Arabia. Finally, the review concluded that professional FDPs produce promising outcomes in the learning and teaching practices and recommended that teachers in higher education should attend FDP training activities on regular basis and that the scope of planned FDPs should extend beyond the health professions discipline, to include social skills necessary for collaboration, professional growth as well as management, and leadership abilities.
... Historicamente, a boa formação clínica do médico e de outros profissionais das áreas de saúde era considerada suficiente para sua atuação docente na universidade. Atualmente, esse conceito é ultrapassado, já que as novas propostas pedagógicas vigentes colocam o professor na posição de mediador no processo de formação do profissional de saúde, em que deve realizar a estruturação de cenários de aprendizagem significativos e problematizadores da prática profissional, o que demanda preparo e consciência da comple-xidade dessas atividades, que envolvem o ensino, aprendizagem e assistência 23,24 Os programas de desenvolvimento docente apresentam como meta central o auxílio aos professores e outros profissionais educadores a desenvolver habilidades relevantes para a instituição, adequadas à posição ocupada, além também de sustentar sua vitalidade nos momentos presente e futuro 24,25 . Assim, parte-se do princípio de que o preparo para a função docente não significa apenas a instrumentação técnica, mas, fundamentalmente, uma reflexão crítica sobre esta prática e a realidade em que se processa 23 . ...
O objetivo desse artigo é contextualizar historicamente as ações de desenvolvimento docente realizadas na Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo (FMRP-USP) desde sua fundação até a criação do Centro de Desenvolvimento Docente para o Ensino (CDDE) para as Profissões da Saúde, que foi a primeira unidade formal da instituição para a educação para o ensino dos seus professores e preceptores. Apresentamos um panorama sobre o conceito atual de desenvolvimento docente, o papel de fundações internacionais de fomento e de regulamentações governamentais locais na consolidação dessas atividades no país, além de ações dos diretores e professores da Faculdade de Medicina visando a capacitação profissional para o exercício da docência desde a sua fundação. Finalmente, abordamos o contexto de criação do CDDE, os profissionais participantes e dados da participação docente nas cinco primeiras edições do “Módulo Básico” de ensino para as profissões da saúde na FMRP-USP, o primeiro e mais importante programa estruturado de capacitação docente oferecido pelo centro.
... Faculty development has been defined as that of the wide range of activities that institutions apply to support faculty members' roles. The faculty development programs are designed to improve the performance of faculty members in education, research, and administration (Sheets and Schwenk 1990) and augment organizational capacities and culture (Bligh 2005). Because of this non-formal and incoherent acquisition of knowledge of teaching-learning paradigms, the mastery of pedagogy among faculty suffers from inadequacy. ...
Teaching is a profession in which the newly appointed teachers learn different methods of teaching skills, pedagogies of teaching and conducting research and should know the role and responsibilities of different academic leaders. The Faculty Induction Program (FIP) includes all these components. This article aims to study the perceptions of the newly appointed assistant professors or early-career faculty (ECF) regarding FIP, conducted by the Faculty Development Center (FDC) of Mizoram University, India. Out of 202 participants, 100 were selected by simple random sampling procedure. A self-constructed questionnaire was used for the collection of data. Focus group discussion was also conducted. The findings revealed that FIP conducted by the FDC was well organized. The participants bene-fitted by learning micro-teaching and its uses, the development of teaching-learning material, comprehensive and effective lesson planning , Bloom's taxonomy, and the constructivist teaching approach. ARTICLE HISTORY
... Faculty development is essential to prepare faculty to become effective teachers to meet the challenges and is achieved through organized educational programs or through personal effort (Francis, 1975), such as participation in learning communities, reflection, self-directed development based on evidence-based practice (Kreber & Cranton, 2000;Trigwell & Prosser, 1996), etc., aiming to co-meet the needs of academics, students and universities. Faculty Development Programs have been shown to foster the teaching, assessing, research, leadership, and administrative skills (Guraya & Chen, 2019), with teaching development being their central focus (Sheets & Schwenk, 1990;Wilkerson & Irby, 1998;McLean, Cilliers & Van Wyk, 2008). According to Hoidn (2016) academics educational beliefs affect how they approach their teaching and therefore how students experience their learning. ...
... [7,8] Often known as capacity development, professional development or academic development, these are a set of broad range of planned activities and programs that focus on four types of developments, namely, personal, instructional, organizational, and professional. [9][10][11] They are conducted as seminars, short courses, sabbaticals, and workshops or fellowships. The duration of FDP varies from short, one-shot activities to longitudinal programs with follow-up activities. ...
... As a result, intentional efforts to offer training to faculty members to help them improve their teaching competencies have become increasingly prevalent within PSE institutions. While terms such as professional development and faculty development typically refer to initiatives concerning the entire career development of faculty (Centra, 1989), including activities designed to enhance one's teaching, research, and administration activities (Sheets & Schwenk, 1990), the more specific term instructional development refers to activities explicitly aimed at developing faculty members in their role as teachers (Stes et al., 2010). ...
... Stepwise regression analysis was used to test Hypothesis 2. (Sheets & Schwenk, 1990) leading to lesser intent to quit. ...
Kerala is experiencing a higher growth in management education so there is a pressure on business schools to attain higher performance in all aspects. The student community and business schools depend on the expertise of faculty, thus if a faculty has to contribute and commit to their work place, there needs to be a higher level of satisfaction obtained from the various dimensions of work environment. In this context, the relationship and influence of the current work milieu on faculty intent to quit in business schools in Kerala are studied. This study will enable authorities and decision makers to gain a scientific understanding of the current faculty perceptions and make appropriate strategies to provide a sustainable psychological work environment where behaviours associated with turnover intentions can be identified and suitable interventions developed. A sample of 182 faculty from AICTE recognized and state university affiliated colleges were selected for the study. Work environment and turnover intentions were measured using standardized and reliable scales with good reliability. Correlation analysis examined the relationship between work environment dimensions with turnover intentions. Stepwise regression analysis predicted work environment dimensions influence on turnover intentions. Findings of the study showed that there is significant correlation and influence of work environment and its dimensions on turnover intentions. The faculty overall perception towards the dimensions of work environment was found to be moderately positive. with commitment. (3.71) scoring highest followed by peer cohesion (3.63) and work practices (3.43) meaning that the faculty are connected to their job and organisation with acceptable interpersonal interactions enabling mutual exchange of information and knowledge and generally with humane consideration at workplace but further effort needs to be taken to increase the work milieu perception of faculty. Social responsiveness (3.14) scored lowest indicating a need to improve on work setting exhibiting social responsible behaviour. Of all the work environment dimensions considered for the study, social responsiveness, autonomy and commitment highly predicted turnover intentions. Level of peer cohesion was not a reason for intentions to quit. Faculty scored moderately low on intentions to quit (2.51) their current organisation. The implications, suggestions and scope for future research study are detailed.
... Multiple definitions of FD have been put forward by different researchers. However, these definitions share two key perspectives: consists of a broad range of activities and prepares faculty in their roles in terms of knowledge, skills, and behavior [1][2][3][4]. However, a faculty member's roles have become more complex to meet the ever changing demands of education. ...
Purpose:
In recent years, faculty development (FD) research is more noticeable within an inter-professional context and in allied health education. However, there is a paucity of published literature on FD medical education programs in Asia. With the formation of the Asia Pacific Medical Education Network (APME-Net) in 2015, a scoping review of an environmental scan of FD medical education programs in main institutions in South East Asia and Australia in 2018 was conducted.
Methods:
A survey was developed to collect data on FD in medical education after several rounds of discussion with APME-Net members. The representatives from nine countries in Asia and Australia were invited to partner in this research project. They sent the questionnaire to the Dean of all different medical schools after ethical clearance. The data collected was analyzed using descriptive statistics.
Results:
Only institutions in four countries responded to the questionnaire. The medical/health professions education center/department/unit has been established in most educational institutions in these countries. These centers/departments/units mostly carry out FD programs to improve the teaching and learning skills of trained participants, particularly clinical teachers via workshops and seminars. Staffing issues and participant buy-in are the current key priorities of the center/department/unit in terms of FD. Lastly, research related FD program has not been well-supported in these countries, hence, the lack of publication in this area.
Conclusion:
Collaboration between countries to address key areas of interest and develop more standardized and productive FD medical education is required especially in research.
... Faculty development is a formal or informal activity (2) that is performed to improve the required knowledge and skills of faculty in their performance and to support the various roles of faculty in education, research, service and administration. This is done in continuous stages and can be measured (3) to improve the quality and work culture of an institution (4). The faculty development model is a management system for a comprehensive development programme that includes self-development (attitude), instructional development (process) and organisational development (structure) (5). ...
Background:
The focus of medical schools in developing countries is on fulfilling a quantity of faculty members. A faculty development model will help formulate programmes that accommodate faculty members' needs as well as institutional demands. This study aims to formulate a faculty development model relevant for medical schools in developing countries, specifically Indonesia.
Methods:
This is a qualitative study with a phenomenological approach. It starts with a literature review using large databases, followed by interviews with 10 representative experts from medical schools in Indonesia.
Results:
Based on the 10 studies retrieved, several components of faculty development were identified as the basis for the model. Ten experts gave input for the model. Components of the model can be grouped into: (i) content, which is materials that need to be delivered; (ii) process components, which depict aspects related to the preparation, execution and evaluation of sustainable faculty development; and (iii) components in the educational system that affect faculty development implementation.
Conclusion:
A comprehensive review and development process has likely made this faculty development model suitable for medical schools in Indonesia. Breaking the model into components may help medical schools to prioritise certain aspects related to faculty development programmes.
... is a planned program designed to prepare institutions and faculty members for their various roles (Bland et al., 1990 ) and to improve an individual's knowledge and skills in the areas of teaching, research and administration (Sheets & Schwenk, 1990 ). ...
Workshop zum Thema Lehrende im interprofessionellen Kontext.
Ziel des Workshops war es, gemeinsam verschiedene Perspektiven auf die Lernbegleitenden selbst, darauf, wie diese geschult sein sollten sowie auf innovative Lernformate wie Peer Assisted Learning einzunehmen. Anschließend wurden die entwickelten Ideen an die Literatur rückgebunden, bevor einige dieser Aspekte intensiv in der Gruppe diskutiert wurden.
... En efecto, hay autores que centran la atención en el profesorado, es decir, ponen el acento en el profesorado como único objeto de mejora (Sheets y Schwenk, 1990). Se trata de una concepción que aparece en la misma génesis del concepto y que permanece hasta hoy día, dando soporte a numerosas propuestas de desarrollo. ...
Faculty development of university teachers is recognized as a relevant factor for improving the quality of education in higher education institutions. However, behind this term different conceptions and practices are hiding. This article aims to analyze this concept over time and to understand deeply the complexity of their meanings, for which we will focus on socio-historical production contexts and on scientific research. To this end, it has been made a bibliographical review of the most relevant Anglo-Saxon literature in this educational field. The analysis allows us to conclude that it has been moving from an approach oriented to supporting teachers in their development as teachers, professionals and/or academics, towards another, focused on promoting effective teaching and learning processes at micro and macro level. These challenges highlight the need to foster broader visions that, beyond teachers, focus on institutions, frameworks, and infrastructures that target teaching and learning.
... The importance of needs assessment has also been underscored in the literature about faculty development. [12][13][14][15][16][17][18][19][20][21][22][23] The scope of faculty development needs range from enhancing pedagogy and assessment, to promoting scholarship, and advancing careers. However, it also includes measuring the faculty's level of cultural competency so that the potential need for enhancing knowledge, influencing beliefs and augmenting skills can be identified. ...
Purpose:
The Commission on Dental Accreditation requires that dental, dental hygiene and dental assisting schools offer educational experiences to ensure that prospective dental health care providers become culturally competent, socially responsible practitioners. To assert that these mandates are met requires that the faculty are knowledgeable and capable of providing this type of training. Currently, little is known about the cultural competence of the state of Florida allied dental faculty. The purpose of this study was to assess the cultural competence among the dental hygiene and dental assistant faculty in the state of Florida.
Methods:
One hundred ninety-three faculty were invited to take the Knowledge, Efficacy and Practices Instrument (KEPI), a validated measure of cultural competence. Respondents included 77 (74%) full-time and 27 (26%) part-time faculty. Data were analyzed descriptively and reliabilities (Cronbach's alpha) were computed.
Results:
Mean scores and internal estimates of reliability on the KEPI subscales were: knowledge of diversity 3.3 (ɑ=0.88), culture-centered practice 3.6 (ɑ=0.88) and efficacy of assessment 2.9 (ɑ=0.74). The participant's score of 3.6 on the culture-centered practice exceeds scores among dental students and faculty who participated in previous studies suggesting the allied dental faculty have a greater awareness of sociocultural and linguistically diverse dental patients' oral health needs. Participants' score on knowledge of diversity subscales suggests a need for moderate training, while their score on the efficacy of assessment subscale indicates a need for more intense training.
Conclusion:
Assessing faculty beliefs, knowledge and skills about cultural competency is critically important in ensuring that accreditation standards are being met and represents one step in the process of ensuring that faculty demonstrate the type of sensitivity and responsiveness, which characterizes behaviors associated with cultural competence.
... The development and training of faculty should not be considered as a luxury rather it is an imperative for any medical school. 12 ...
BACKGROUND: Many countries across the globe have made major changes in their systems to manage opportunities for professional development of the medical graduates. PMDC has also linked the license to practice with documented proof of CPD/ CME activities. After this decision different recognized institutes are arranging regular CME activities.
... Faculty development refers to any planned activities designed to improve an individual's knowledge, skills, and attitude in areas related to the roles and responsibilities of a faculty member (e.g., education, research, administration) at all levels, from the individual learner to the broader educational system. [4][5][6] A literature review of faculty development initiatives designed to improve teaching effectiveness in medical education was conducted using MEDLINEÒ as the primary database and using the search terms ''competency based medical education'' and ''faculty development''. This review revealed the following outcomes, as summarized by More specifically, in relation to the skills required to teach and assess in a CBME program, studies have revealed that faculty development can improve skills in direct observation, with changes in behaviour persisting up to eight months, 8 as well as elicit changes in assessment practice. ...
PurposeCompetency-based medical education (CBME) is quickly becoming the dominant organizing principle for medical residency programs. As CBME requires changes in the way medical education is delivered, faculty will need to acquire new skills in teaching and assessment in order to navigate the transition. In this paper, we examine the evidence supporting best practices in faculty development, propose strategies for faculty development for CBME-based residency programs, and discuss the results of faculty development initiatives at the pioneering anesthesia CBME residency program at the University of Ottawa. SourceReview of the current literature and information from the University of Ottawa anesthesia residency program. Principal findingsFaculty development is critical to the success of CBME programs. Attention must be paid to the competence of faculty to teach and assess all of the CanMEDS roles. At the University of Ottawa, some faculty development initiatives were very successful, while others were hindered by factors both internal and external to the residency program. Many faculty development activities had low attendance rates. Conclusions
Faculty development must be considered in the rollout of any new educational initiative. Experts suggest that faculty development for CBME should incorporate educational activities using multiple teaching and delivery methods, and should be offered longitudinally through the planning, development, and implementation phases of curriculum change. Additionally, these educational activities must continue until all faculty have demonstrated an acceptable level of competence. Faculty buy-in is paramount to the successful delivery of any faculty development program that is not mandatory in nature.
... Organizational sub-functions Collaborative practice Collaborative practice consists of both professional (discipline-specific) and interprofessional collaborative practice Professional practice refers to a system (structure, process, and values) that supports health care professionals' control over the delivery of the care they provide and the environment in which care is delivered (Hoffart and Woods, 1996) Interprofessional collaborative practice is defined as "a partnership between a team of health professionals and a client in a participatory, collaborative and coordinated approach to shared decision-making around health and social issues" (Orchard et al., 2005) Interprofessional education (IPE) IPE refers to health professional students and/or practicing clinicians learning with, from, and about one another: "occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care" (Centre for the Advancement of Interprofessional Education, 2010) Faculty development Faculty development refers to engagement in a broad range of activities that contribute to the academic agenda of an organization by renewing or assisting faculty in their teaching, research, and administrative roles (Sheets and Schwenk, 1990) Knowledge translation (KT) ...
Purpose
One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to achieve the vision of evidence-informed decision making (EIDM) and optimal client care. The paper aims to discuss this issue.
Design/methodology/approach
This paper synthesizes literature on organizational learning and collaboration, evidence-informed organizational decision making, and learning-based organizations to derive insights concerning the nature of effective workplace learning in AHSCs.
Findings
An evidence-informed model of collaborative workplace learning is proposed to aid the alignment of research, clinical, and educational functions in AHSCs. The model articulates relationships among AHSC academic functions and sub-functions, cross-functional activities, and collaborative learning processes, emphasizing the importance of cross-functional activities in enhancing collaborative learning processes and optimizing EIDM and client care. Cross-functional activities involving clinicians, researchers, and educators are hypothesized to be a primary vehicle for integration, supported by a learning-oriented workplace culture. These activities are distinct from interprofessional teams, which are clinical in nature. Four collaborative learning processes are specified that are enhanced in cross-functional activities or teamwork: co-constructing meaning, co-learning, co-producing knowledge, and co-using knowledge.
Practical implications
The model provides an aspirational vision and insight into the importance of cross-functional activities in enhancing workplace learning. The paper discusses the conceptual and empirical basis to the model, its contributions and limitations, and implications for AHSCs.
Originality/value
The model’s potential utility for health care is discussed, with implications for organizational culture and the promotion of cross-functional activities.
... Recognition of the obligation to teach others, particularly doctors in training, is one of the attributed deemed important skills by the British General Medical Council in any medical practitioner (6). Faculty development has been defined as all activities that institutions use to assist faculty in their roles Centra, 1978 (7) and includes initiatives designed to improve the performance of faculty members in teaching, research and administration (8). In many ways, faculty development is a planned program to prepare institutions and faculty members for their academic roles, including teaching, research, administration, writing and career management. ...
... Most programs strive to expand the participants' perspective on education beyond being just an area of practice to recognizing it as a scholarly discipline with a foundation of theory and empirical evidence (McLean et al. 2008 ). All such programs use this evidence base and relevant theoretical frameworks as critical resources and structures for the participants to use in their practical application, but many programs go further by seeking to enable participants to contribute to the scholarly foundation of medical education as a discipline (Harris et al. 2007 ;Sheets and Schwenk 1990 ). Many programs have sought to address this problem by including instruction in educational research principles and practices Robins et al. 2006 ). ...
One model of faculty development that is growing in popularity is the longitudinal, intensive fellowship program. Typically, these programs seek to instill a higher level of educational knowledge and skill than a single workshop, although they require less time and financial commitment than a formal advanced degree. This chapter will begin with a description of a representative fellowship program to lay out key characteristics and will then describe the primary dimensions on which such programs vary. It will also examine the best practices and educational efficacy of such programs as identified in the available literature evaluating such programs. The chapter will conclude by identifying future directions for exploration and development.
... In so doing we strive to answer the call for increased rigor in the evaluation of faculty development programs. [17][18][19][20][21] Method This study employees a quasiexperimental design. This program evaluation was guided by a logical model, which we developed through an iterative process that began in March 2009. ...
Purpose:
For the busy clinician-educator, accessing opportunities that develop the skills and knowledge necessary to perform education research can be problematic. The Medical Education Research Certification at Council of Emergency Medicine Residency Directors (MERC at CORD) Scholars' Program is a potential alternative. The current study evaluates the program's outcomes after five years.
Method:
The authors employed a quasi-experimental design in this study. The study population consisted of the initial five MERC at CORD cohorts (2009-2013). Development of a logic model informed Kirkpatrick-level outcomes. Data from annual pre/post surveys, an alumni survey (2014), and tracking of national presentations/peer-reviewed publications resulting from program projects served as outcome measurements.
Results:
Over the first five years, 149 physicians participated in the program; 97 have completed six MERC workshops, and 63 have authored a national presentation and 30 a peer-reviewed publication based on program projects. Of the 79 participants responding to the pre- and postsurveys from the 2011-2013 cohorts, 65 (82%) reported significant improvement in skills and knowledge related to education research and would recommend the program. Of the 61 graduates completing the alumni survey, 58 (95%) indicated their new knowledge was instrumental beyond educational research, including promotion to new leadership positions, and 28 (47% of the 60 responding) reported initiating a subsequent multi-institutional education study. Of these, 57% (16/28) collaborated with one or more peers/mentors from their original program project.
Conclusions:
Kirkpatrick-level outcomes 1, 2, 3, and perhaps 4 demonstrate that the MERC at CORD program is successful in its intended purpose.
Background: Problem based learning (PBL) introduced by Howard Barrows at McMaster University in
Educational Institutions seeks to improve the quality of teaching by teachers. The Institutions have initiated different forms of training according to the areas of expertise in order to improve skills and effectiveness of teaching. Nearly every Institution is involved in the movement to raise education standards. This research investigates the effectiveness of such teacher training on the performance of teachers. This study is focused on the role of training for personal and academic development of teachers. Paper also covered the expectations of teaching staff from higher authority. It also identifies the factors which hampers the performance. Data is collected from 50 teachers by using a simple random technique.
This study aimed to investigate the current status of faculty development (FD) programs operated by medical colleges and institutions in Korea, and to suggest future-oriented directions for FD. A survey was conducted targeting medical colleges and medical education institutions that operate FD programs. We investigated the reasons for selecting topics, program themes, program operation methods, longitudinal program status, program improvement and quality control methods, the evaluation of the program effects, the outcomes and problems of the programs, and opinions on the latest trends. Twenty-nine out of 40 medical colleges and three out of six institutions responded. Topics were selected based on an analysis of medical education trends and the educational environment in both groups. The most common program themes were assessments in medical colleges, and teaching/learning and curriculum themes in institutions. FD was perceived to induce professors’ and administrators’ interest in medical education and improve the quality of medical education. The most common program method was workshops. Three medical colleges and one institution had longitudinal programs. Participant surveys constituted the most common method of evaluating programs’ effects. Difficulties in publicizing programs and inducing voluntary participation were the most common problems in both groups. New attempts for FD were perceived as the role of external institutions. Based on the results, it is necessary to develop a framework and quality improvement indications for FD programs in the future, and FD programs are expected to be developed through new initiatives, such as longitudinal programs and those focusing on the community of practice.
This scoping review sought to identify and describe the state of academic faculty development programs in hospital medicine and other specialties. We reviewed faculty development content, structure, metrics of success including facilitators, barriers, and sustainability to create a framework and inform hospital medicine leadership and faculty development initiatives. We completed a systematic search of peer-reviewed literature and searched Ovid MEDLINE ALL (1946 to June 17, 2021) and Embase (via Elsevier, 1947 to June 17, 2021). Twenty-two studies were included in the final review, with wide heterogeneity in program design, program description, outcomes, and study design. Program design included a combination of didactics, workshops, and community or networking events; half of the studies included mentorship or coaching for faculty. Thirteen studies included program description and institutional experience without reported outcomes while eight studies included quantitative analysis and mixed methods results. Barriers to program success included limited time and support for faculty attendance, conflicting clinical commitments, and lack of mentor availability. Facilitators included allotted funding and time for faculty participation, formal mentoring and coaching opportunities, and a structured curriculum with focused skill development supporting faculty priorities. We identified heterogeneous historical studies addressing faculty development across highly variable program design, intervention, faculty targeted, and outcomes assessed. Common themes emerged, including the need for program structure and support, aligning areas of skill development with faculty values, and longitudinal mentoring/coaching. Programs require dedicated program leadership, support for faculty time and participation, curricula focused on skills development, and mentoring and sponsorship.
Adopting a critical realist framework, this study explored how medical doctors come to understand and espouse, or resist, their roles as teachers in clinical settings and how they seek to become more proficient in that role. This work builds on earlier research on doctors’ professional development as teachers and extends it into the particular cultural context of medical practice and education in the Sultanate of Oman. A qualitative approach was adopted. Data were collected in 2016 through semi-structured in-depth interviews with 27 senior clinicians and by the examination of relevant institutional policy documents. Interviews were conducted in two hospital settings: the Sultan Qaboos University Hospital (SQUH) and the Royal Hospital (RH), which is a Ministry of Health Hospital (MoHH).
The findings suggest that Omani medical doctors’ orientation to their roles as teachers and their understanding of their responsibility to prepare the next generation of medical professionals have been transformed by three main events over the last 3 decades. First was the establishment of Sultan Qaboos University College of Medicine and Health Sciences (CoMHS) in 1986. Next came the governmental authorities’ decision to train medical doctors in the overseas hospitals that have structured postgraduate clinical training since the 1990s. Thus, while the senior doctors contributing to this study had received some or all of their medical training outside of Oman, they were helping to build a medical education system which sought to raise the next generations of doctors at home. Finally came the establishment of the Oman Medical Speciality Board (OMSB) in 2006 as the official body responsible for the graduate medical education in Oman. However, due to a lack of clear policy regarding their teaching roles, the Ministry of Health (MoH) doctors felt that they, as compared to their colleagues in the university teaching hospital (SQUH), were being expected to make an extra effort to teach in their clinical setting. All respondents, whether recruited from RH or SQUH, recognised the influence their own experience of being taught had on their personal development as clinical teachers on their return to Oman. Respondents’ exposures to different teaching and learning cultures and styles contributed to their motivation to teach and learn about teaching. In particular, many respondents believed that the religious culture of the country contributed to a pervasive attitude of altruism in the orientation of doctors to both their patients and their students.
However, demotivators such as the health system’s hierarchical structure, unclear educational roles, lack of resources—time, human and suitable facilities—for teaching in their hospitals are significant challenges in accomplishing their multiple roles and developing themselves for their educational roles. What emerged as a fundamental challenge for the RH respondents was the lack of any clear policy regarding the doctor’s role as a teacher. The respondents believed that having a clear policy would empower the doctors and give them the support they need for their multiple roles in the clinical setting. Such policy would also guide the administrators and decision-makers in the support and resourcing that they provide to doctors, which they believed were so essential to ensure the next generation of doctors developed according to Oman’s mission and vision.
This study’s findings show clearly the need to establish and standardise national medical education policy and procedures for the MoH doctors, thus giving them a clarity of roles and responsibilities they believe to exist for their SQUH colleagues. Having such national standards and policy is an essential part of a health organisation, and hence its implication for the doctors will be to provide them with the road map for the day-to-day management of their multiple complex roles. It is also clear that the Ministry of Health and the educational institutions (governmental and private at both the undergraduate and the postgraduate levels) need to collaborate and cooperate to establish an integrated medical education system for clinical settings, not just for the learners but also for the doctors who teach them, and thus to establish a stable teaching and learning environment. The presence of such a national policy for medical education will have a positive impact upon the quality of medical education, patient care, and upon junior doctors’ willingness to pursue careers as medical educators in clinical settings.
Introduction: With the evolution of healthcare needs for the community and the changing trends in medical education in the 21st century, medical educators need to be prepared for their tasks in the coming decades. Medical educator training is crucial but other factors can also affect the development of their competency. This study aims to measure the impact of the medical educators’ training course and find out the key challenges encountered by the medical educators in Myanmar. Methods: A retrospective quantitative design was conducted on 45 respondents by four levels of Kirkpatrick’s model assessment consisting of 39 statements and 9 items of key challenges, using five-point Likert scale. The item scores were analysed as mean and standard deviation, ‘t’ test and ANOVA were used for relationship between impact of training and demographic background. Results: There was significant association between the impact of training and the educational background (p=0.03), job position (p=0.02), and academic year attended (p=0.03). The respondents distinctly agreed that the training increased their knowledge and attitudes and that they could apply the learnt lessons practically in their workplace (minimum 3.750.60 and maximum 4.280.50). Regarding the key challenges, respondents viewed that their institution needed to support more scholarship opportunities and academic recognition; encourage networking and strengthen ICT-based medical education system (minimum 2.550.84 – maximum 4.170.71). Conclusion: This study indicates that enhancing the competency of medical educators with medical educator training programs is effective and useful; but inadequacy of institutional support for faculty development and internet facilities posed challenges in the overall faculty development.
Sargsyan S.A., Baykov, A.V., Portfolio Method in Higher Medical Education.Higher Medical Education: The Present and the Future. Collected articles of the 20th Teaching and Methodological conference dedicated to the 95th anniversary of YSMU foundation, October 27-29, Yerevan, 2014: pp.281-287.
(Article in Russian)
Саркисян С.А., Байков А.В.Метод портфолио в высшем медицинском образовании // «Высшее медицинское образование: настоящее и будущее» XX учебно-методическая конференция, посвященная 95-летию ЕГМУ, октябрь 27-29, сборник материалов, Ереван, 2014, стр.281-287.
Methodology of medical education: from classical to innovative, Collection of Articles on Medical Education, Yerevan, 2014, YSMU, P. 9-16. (Article in Armenian)
Ghambaryan G.V., Baykov A.V. Distance learning in medical education system, Collection of Articles on Medical Education, Yerevan, 2014, YSMU, P. 128-134. (Article in Armenian)
Ղամբարյան Գ., Բայկով Ա., Հեռավար ուսուցումը բժշկական կրթության համակարգում,/«Բարձրագույն բժշկական կրթությունը. ներկան և ապագան» ուսումնամեթոդական XX գիտաժողով նվիրված ԵՊԲՀ 95-ամյակին, հոկտեմբեր 27-29, նյութերի ժողովածու, Երևան, 2014, 127-133 էջեր:
Academic Programs, forms of delivery of medical education and their influence on education quality, Collection of Articles on Medical Education, Yerevan, 2014, YSMU, P. 17-23.
There is a growing need to address today’s “wicked problems” seen in issues such as social justice, global climate crisis and endemic health concerns. Wicked problems are those for which there is no single, clear or optimal solution and thus are amenable to transdisciplinary solutions. Working in a transdisciplinary paradigm is thus seen as an increasingly necessary learned skill, and yet there is a dearth of knowledge on how curriculum centred around transdisciplinarity is perceived by those impacted by such curricula. This study examines the attitudes and responses of Aging Gracefully across Environments using Technology to Support Wellness, Engagement and Long Life NCE Inc.’s (AGE-WELL) stakeholders to the concept and role of transdisciplinarity in a training program intended to equip trainees and research staff from a variety of fields to address the “wicked problem” of aging well in Canada. We conducted 15 in-depth interviews with current AGE-WELL members, trainees as well as researchers and mentors, on the subject of designing the best possible training program. Our data illustrate the complexity of curriculum design and implementation to train for transdisciplinarity. We consider ways in which a shift in culture or ethos in academia may be required to pursue a thoroughly transdisciplinary approach to problem-solving. Short of instituting such a radical culture change as transdisciplinarity, however, strategic and conscientious efforts to integrate multiple and diverse perspectives, to attend carefully to communication and to foreground relationship building may well achieve some of the same goals.
Purpose: Faculty development activities have been designed to enhance teacher performance at all professional levels. The work aimed to evaluate the faculties' suggestions for improvement of their academic knowledge and skills in addition to their recommendation about the factors influencing the effectiveness of the faculty development program. Methodology: This study implemented convergent mixed research methods. We addressed faculty members of the college (43 faculty members). Survey Monkey was used for data collection. Results: The response rate was 93%. The main responses were that the program was a valuable tool to gain knowledge and skills, reinforce skills in student assessment. It met or exceeded the expectations of the respondents regarding the leadership and management content, the teaching and learning methods, and the improvement of their conduction of different teaching activities. About 40% were satisfied with the research and publication topics raised in the sessions. Their main recommendations were to conduct sessions like workshops, organize them once or twice per month, and to be alternately between the faculty with a focus on college needs, including updated scientific topics conducted by experts, even external speakers, research and publication, professionalism, and communication skills with the registration of hours by the Saudi medical commission to help faculty promotion. and skills in learning, teaching, student assessment, leadership and management, research, and publication. The recommendations raised by the faculty will be used for the improvement of the future faculty development program.
Background: Problem based learning (PBL) introduced by Howard Barrows at McMaster University in
Although it seems reasonable to assume that start-up packages are important for faculty success, the contribution of start-up packages to faculty professional development is understudied. The aim of this study was to explore how the number of benefits obtained in start-up package agreements (number of benefits), faculty satisfaction with the start-up packages (faculty satisfaction), and faculty perception if the university honored the start-up package agreements (honored packages) influenced faculty perception of the contribution of start-up packages to faculty professional development (contribution to professional development). Professional development is a planned activity that improves faculty member’s knowledge and skills that are essential to their performance. Faculty at all ranks (N = 121) from a public research university from the southeastern U.S. completed a Start-Up Package Satisfaction Survey. To measure the contribution to professional development, we asked participants to rate their level of agreement with the following statement, “My start-up package has helped me or contributed to my professional development.” Multiple mediation analyses revealed that: (1) number of benefits was positively associated with contribution to professional development, (2) both honored packages and faculty satisfaction mediated the link between number of benefits and contribution to professional development in a parallel fashion, and (3) honored packages and faculty satisfaction also sequentially mediated the link between number of benefits and contribution to professional development. The findings are valuable for university practice because they provide evidence of the importance of faculty satisfaction with start-up packages as well as faculty perception of university fair treatment and accountability.
The COVID-19 pandemic created an urgent need for staff development. However, COVID-19 has created many challenges, including the inability to meet in-person, travel restrictions to conferences, overwhelming clinical demands on already overextended faculty members and the increased need to focus on personal health and safety. Although current challenges were immediately met with solutions borne out of an emergency, questions remain on how to identify and sustain best practices and further evolve staff development beyond the immediate crisis. Reviewing the Medical Adaptations series revealed several lessons. Several authors used cognitive apprenticeship to provide scaffolding upon which learners can build skills, knowledge and attitudes. Additionally, moderators were recommended during live educational sessions in order to manage the chat box and engage the audience. Comprehensive IT support was key. A post-session debrief helped deepen understanding and provided a space for peer support and community building. Building a repository for educational materials was recommended. Although we made significant gains in the ability to offer staff development, we must consider potential and unintended consequences and explore how we can use transformative learning theory to capitalize on what we have gained. Utilizing technology can potentially increase access to online learning; however, when not implemented carefully, it can magnify inequities. While providing IT support can serve to mitigate some inequities borne by socioeconomic and generational differences, additional strategies should be implemented to account for English as a second-language learners; those with disabilities who do not have access to adaptive technology; and other marginalized groups who may already feel vulnerable to presenting arguments in oppositions of authority or the majority. Crafting online education experiences to allow for small group, peer-to-peer and social interactions is vital to continued professional and identity development. Now that the urgency has lessened, taking time to ensure what is being offered follows best practices in developing and disseminating quality online education is paramount for broad acceptance.
Background: Effective communication is a core healthcare principle, impacting clinical outcomes and patient experience. Operationalizing physician communication-skills education across a large, integrated healthcare system requires a system-wide faculty development program. We hypothesized that faculty learners who successfully complete a faculty development program will demonstrate improvement in their ability to facilitate relationship-centered communication skills as measured by teaching simulation.
Method: Faculty learners (n = 10) participated in a pre and post teaching simulation and successfully completed the faculty development program. Three rater perspectives were obtained utilizing a customized criterion-based Checklist Tool: (1) faculty learner (self-assessment), (2) simulation observer, and (3) standardized physician learners. Wilcoxon signed rank tests were used to test for differences in teaching simulation performance pre and post the faculty development program based on the Checklist Tool's proportions (individual questions, 3 subscales and total score).
Results: There was a statistically significant increase in faculty learner performance pre versus post the faculty development program intervention for two subscales and total score (p = 0.002). The median inter-rater agreement coefficient after the intervention was higher than the median inter-rater coefficient before the intervention (AC1 = 0.64, AC1 = 0.79, respectively).
Conclusions: As a result of the faculty development program, faculty learners demonstrated improvement in their ability to teach and facilitate relationship-centered communication skills. Utilizing the teaching simulations, which demonstrated substantial reliability, enabled a mechanism for faculty learners to receive specific and constructive feedback to further support their development and performance.
Higher education systems across the globe are experiencing unprecedented expansion. This has resulted in increased initiatives for improving quality of higher education. As teaching-learning constitutes the core activity in educational institutions, initiatives for improving quality of teaching have spread. Further, increasing demands and needs of twenty-first century students are also driving the institutions to relook their policies and practices for imparting quality teaching. Therefore, to improve teaching, faculty development initiatives has gained impetus. Across the globe, higher education institutions are developing and introducing programmes for faculty development aimed to ensure quality of faculty and its effectiveness. In Indian context too, challenges for improving quality of higher education led to adoption of programmes for faculty development during the last few decades. This chapter looks into the faculty development initiatives in the Indian higher education system and suggests for reviewing and refocusing the design and approach of faculty development programmes in view of the present needs.
Professional development refers to training, formal education, and/or advanced professional learning intended to help clinicians, teachers, researchers, and administrators improve their professional knowledge and effectiveness. Institutions have been trying to adapt to a rapidly changing internal and external environment, with resource constraints and competitive health care. Professional development may be contextualized using adult development, educational, and organizational perspectives, and most best practices overlap. Key partners are faculty, departments, institutions, and national organizations. Interprofessional, team-based and project-based longitudinal initiatives may ignite educational innovations, and serve as a method to learn authentically in the workplace, promote socialization, and change attitudes.
Background:
Departments within academic medical centers are typically comprised of clinical and research faculty, administrative staff, residents, and in many instances advance practice providers (APPs). Each member of these groups of people, at 1 point, took time, effort, and money to recruit, hire, and train. It is therefore important to consider ways to increase the "return on investment" of hiring each member of a department as well as maintaining a high level of department vitality. The Department of Surgery at Indiana University has never had a robust professional development program for all of its members. A challenge, therefore, presented itself of how best to increase faculty engagement in faculty development and to initiate opportunities for professional development for APPs and staff.
Intervention:
We implemented a professional development program that focused on academic success with emphasis on teaching and leadership and tailored activities to meet the needs of each member. Professional development was promoted by targeting select groups of people within our department to engage rather than have members go to the effort of seeking development on their own.
Setting:
The intervention occurred in the Department of Surgery at Indiana University which is comprised of ∼125 faculty, 100 residents and/or fellows, 60 APPs, and 19 lead business administrators for 6 divisions, all working within 5 downtown hospitals comprising the academic health center.
Results:
Great effort has been placed into defining measures for each activity including measures of engagement, completion of deliverables, and tracking new leadership positions obtained by participants. Between 2014 and 2017, the number of faculty development activities that faculty attended has tripled since inception of our professional development program.
Conclusions:
For those looking to enhance or begin a professional development program, appointing a director or vice chair to oversee and champion the initiative is key. From our experience, putting effort first into developing a junior faculty development program to capture internal motivation early on is likely best. For leadership development, selecting faculty to form faculty learning cohorts worked well. Finally, to deal with the barriers of time and competing interests, building in protected time for professional development is essential.
This study was designed to measure change in cognitive learning, teaching behaviours, and attitudes 6 months to 5 years after a workshop on Small Group Teaching. Study participants included 10 faculty members who had attended the workshop between 1988 and 1993, and ten control subjects. Over a three-month period, three distinct instruments were employed to collect data relating to the three areas of learning. The experimental group exhibited more small group teaching skills and greater knowledge about small group teaching than the control group. Differences existed in the use of and attitudes towards this teaching method.
This chapter focuses on the development of medical educators. It defines what is meant by a medical educator and describes the required core competencies. The chapter examines different ways of developing medical educators. It also examines what is known about formal staff development programmes. The chapter addresses the role and importance of work-based learning, communities of practice, mentorship and role-modelling, and organisational support and development. As the demands for accountability in higher education gain momentum, pressures to change professional conduct in medical education will continue to grow. © 2010, 2014 by The Association for the Study of Medical Education. All rights reserved.
This book is intended to inform health professionals, including clinical teachers, educational leaders, policy makers, and faculty developers, about the scope and practice of faculty development. It is also designed to review the relevant literature in the field, describe current best practices, and outline future directions. This introductory chapter will address what we mean by ‘faculty development’, common goals and definitions, the rationale for faculty development, and the context in which it occurs. We will also describe the scope of faculty development, common approaches, and practical applications that respond to educational and health care priorities, and the need for research, scholarship, and knowledge translation in this emerging field.
Health professionals who teach may be salaried health sector employees who are directly engaged by a higher education institution in adjunct or conjoint academic appointments. Many teaching health professionals also provide learning activities through good will and altruism. Another group consists of academics with health professional degrees for whom academia is the primary employment; these professionals may engage in professional clinical practice in only a limited capacity.
This chapter looks at how faculty development has assisted in implementing new curricula. It starts by elucidating the concept of faculty development. Essential features include both individual and corporate responsibility for anticipating personal and professional needs, the delivery of activities to meet these needs and the necessity for continuation of and reflection on this process.
Then, using a narrative approach, it reviews research on the benefits of faculty in three sections. First, faculty development that addresses the needs development of institutions’ current curricula and teachers. Second, it describes research that centers on the role of faculty development in the birth and maturation of radically new curricular approaches, including problem-based learning, community-based of ambulatory settings. Third, guidelines medical education and the extended use for the appropriate choice offaculty development strategies are discussed.
Finally potential research issues are outlined. These include the need for an eclectic methodology for such studies, and for continued, but better, research on short courses, sabbaticals and workshops, and particularly on curriculum enhancement programs. Two issues that need further work are the influence of context on development programs, and the need for focused long-term evaluation of the impactof faculty development initiatives.
The greatest difficulty in life is to make knowledge effective, to convert it into practical wisdom. Sir William Osler The challenge of teaching and learning professionalism has been highlighted by many authors. The increasing complexity of the practice of medicine, coupled with the entry of the state and corporate sector into the health care field, has drastically altered the relationship between the medical profession and the society it serves. At the same time, role modeling, the traditional method for transmitting professional values from one generation to the next, is no longer sufficient. Professionalism must be taught explicitly. Despite consensus on the importance of teaching and learning professionalism, many clinical teachers are not able to articulate the attributes and behaviors characteristic of the physician as a professional. Many faculty members are also not sure of how to best teach and evaluate this content area and may not be serving as effective role models. As a result, faculty development is needed to ensure the successful teaching and learning of professionalism. To date, the literature on faculty development designed to support the teaching and evaluation of professionalism is limited. The goal of this chapter is to outline the principles and strategies underlying faculty development programming in this area and to provide a case example from our own institution. Faculty development refers to that broad range of activities institutions use to renew or assist faculty in their multiple roles.
This book is a bold and useful tool that provides the concepts, principles, and facts needed to build and to strengthen a career in academic medi cine. Developing a high level of competency in academia requires the development of skills in addition to those in one's own specialty or dis cipline. One needs skills for conducting research, meeting administrative responsibilities, and educating students and colleagues. These skills are not bells and whistles. They are the elements of academic life that make the position truly academic. This book provides the critical information needed to succeed in that world. Until now many academicians have learned about elements of their job outside their individual discipline by experience and through the obser vation of role models and mentors. In the complex, highly competitive, rapidly changing world of academic medicine there is no longer time for a prolonged apprenticeship. The institution is endangered when individ uals are selected for critical posts based upon skills in areas that may not be central to the principal responsibilities of the new position. How often one hears: "He is a great scientist but he runs his department with a shoe box mentality." "She is a fantastic clinician, but she runs a committee as if she knows everything. I hate working with her." "How can a full professor be such a lousy teacher?" All of the above are symptoms of the need for special skills.
To meet the growing demand for more innovative teaching in primary care medicine and simultaneously to improve the overall quality of family practice, McGill University and The Montreal General Hospital, with the cooperation of the McGill School of Nursing, have inaugurated a faculty development center offering a program for advanced studies in primary care medicine and nursing. This program is offered to physicians and nurses who are already members of, or plan to join, a university faculty to teach primary care medicine. The program is diverse and interdisciplinary. Advanced courses are offered in teaching methods, investigative principles, biomedical communication, and management. In addition, each student Fellow participates in academic activities in fields of education, clinical practice, research, and community health care. All Fellows and faculty of the center rotate periodically to several satellite community-based teaching practice units in urban and rural areas of Quebec and to a region of northern New Brunswick. This activity enriches the medical manpower of the various regions, and the urgan physicians acquire an increased awareness of the particular problems and challenges of practicing medicine where full hospital and laboratory services are not always available.
As departments of family medicine succeed in recruiting faculty members from the ranks of practicing physicians and from other clinical disciplines, they are faced with the problem of how to help these new members function comfortably and effectively in their new roles as teachers, administrators and academicians. This paper addresses part of this problem by reviewing the literature on faculty development through workshops. Consistent components of effective faculty development workshops are presented as guidelines for future workshop planners.
This study was conducted to identify factors that contribute to the development of research skills among Robert Wood Johnson Foundation (RWJF) family medicine fellows, and to relate this process to their overall training. All 23 of the 1981-82 RWJF fellows were surveyed. Most fellows believe they are being well prepared to conduct research, and estimate they will spend approximately one-fourth of their future time in research activities.
From 1978 to 1982 the federal government invested $13.6 million in family medicine faculty development projects. To synthesize and disseminate the collective experience of these projects, we surveyed directors of the 30 projects funded and begun in 1978. The study's purpose was twofold. First, we wanted to capture the lessons these experienced project directors learned. To accomplish this we asked directors to describe and then evaluate specific approaches they used for eight aspects of their projects: project staff, needs assessment, participant recruitment, project participants, goals and objectives, instructional formats, instructional strategies, and project evaluation methods. We also sought information on additional effects of the projects, present status of faculty participants, and future directions for faculty development in family medicine. The results revealed useful suggestions for designing and conducting faculty development and a consensus on the priority areas for future faculty development efforts: research skills, clinical teaching, academic vitality, and curriculum development.
To understand better the role of faculty development in training family medicine researchers, the authors examined in a comprehensive literature review the characteristics of productive researchers, their training, and their work environment. Areas reviewed were faculty development and evaluation, career development, professional socialization, organizational development, and faculty vitality in higher education, medicine, and corporate research and development. Findings reveal that, besides prerequisite knowledge and skills in a research area, successful researchers have academic values and attitudes derived from specific socialization experiences. They also receive meaningful support from their organization, mentors, and peers.
While medical educators have devoted considerable effort to examining the optimal learning environment for teaching family medicine, less attention has been paid to "blocks" that prevent teachers of family medicine from being effective. This paper considers three major aspects of this problem: the personal and professional development of the teacher; blocks that impede this development; and the value of intervening in the teaching-learning process. These concerns are discussed in relation to an intervention program developed at the Byron Family Medical Centre, a family practice teaching unit affiliated with Victoria Hospital Corporation and the Department of Family Medicine, University of Western Ontario, London.
Although faculty developers often employ a systems approach to instruction when responding to individual faculty members' requests for assistance, they are seldom in a position to use this approach to conduct a unified faculty development program for an entire faculty with hundreds of members. This paper describes a two-year faculty development program in family medicine that used a systems approach to meet identified faculty needs through a series of integrated training efforts. Following this systematic framework involved several steps: using a needs assessment to identify faculty needs and preferred learning strategies, selecting instructors from local and national experts to conduct workshops and seminars, evaluating the program by examining participants' gains on the workshop/seminar objectives using a one-group repeated measures design employing self-assessments, and using evaluation results to revise faculty training programs to better meet their needs.
Although there is little evidence that evaluation actually helps improve teaching, some conditions increase the likelihood of evaluation leading to improvement, including a combination of student ratings with educational consultation, comparison of student ratings to self-ratings, feedback early enough to provide time for improvement, and linkage of faculty development to the promotion-retention-tenure process. These conditions were built into a family practice faculty development program. The faculty development program was carried out in steps analogous to a medical model with which faculty already were familiar. An educational consultant took an instructor's teaching "history" and conducted a "physical examination" of his teaching. The evaluator collected "laboratory" data regarding the instructor's teaching and made a "diagnosis." He provided "treatment" in terms of educational consultation and "assessed" the changes in the instructor's teaching. A repetition of the data collection and consultative process demonstrated improvement in clinical teaching, particularly with regard to the skill of leading a collaborative group discussion during resident teaching rounds.
The number of faculty needed to teach in family practice residency programs has increased as student demand for training in the specialty has grown. Residency programs have recruited practicing family physicians or recent graduates of residency programs as physician faculty members. The multiple demands of faculty positions and difficult periods of orientation to effective faculty functioning have been significant obstacles to recruitment and retention of faculty. A statewide Family Practice Faculty Development Center has been formed and has received support from Texas medical school family practice departments and free-standing residency programs. The Faculty Development Center utilizes a multidisciplinary staff to offer a range of programs including fellowships, preceptorships, institutes, and workshops, and conducts research projects in the area of teaching family medicine in order to aid faculty in current and new residency programs in acquiring excellent teaching, research, and administrative skills.
The development and implementation of a weekend workshop format for faculty development in family medicine, which has met with some success in the state of Texas, is described. The topic selected for the workshop was one-on-one clinical teaching skills because of its applicability to all levels of involvement of family practice faculty. The weekend format was selected because of its cost efficiency and mobility, which allowed the center to take training to the physicians, and because of its previously demonstrated effectiveness as a format for faculty development in family medicine. A model for clinical teaching was developed to aid workshop participants' easy acquisition of the clinical teaching process through the use of positive transfer of learning from the medical problem solving process, a process well internalized by physicians through medical practice and training.
As a response to the growing recognition of the need for improvement in medical instructional practices, a training program on teaching skills for resident physicians in the East Tennessee State University College of Medicine was implemented. The program consisted of 13 weekly, one-hour, small-group sessions attended by 20 residents. The microteaching method was utilized for practicing instructional techniques. Significant gains in teaching performance and in attitude toward participating in a teaching skills program were demonstrated, on the basis of videotaped teaching performances and a written questionnaire, indicating that short training programs can assist physicians in the process of instructional improvement.
The medical education literature concerned with the teaching role fulfilled by house officers was reviewed by the authors. Articles were presented in three categories: (1) studies of house officer effort, (2) perceptions of the house officer's teaching role, and (3) assessing and improving house officer teaching skills. House officers are involved in a large amount of teaching, greatly influence students, and fulfill a unique teaching role in medical education that is complementary to the faculty teaching role. An agenda for research and development in the area of research teaching skills was proposed based on three broad research questions: (1) What types of teaching skills are most appropriate for residents? (2) How do faculty and student expectations of resident teaching influence resident teaching? (3) What type of intervention is most successful in improving resident teaching skills?