Strategies for Creating a Faculty Fellowship in Medical Education: Report of a 10-Year Experience

The Academy Center for Teaching and Learning, Harvard Medical School, Boston, Massachusetts, USA.
Academic medicine: journal of the Association of American Medical Colleges (Impact Factor: 2.93). 09/2009; 84(8):1098-103. DOI: 10.1097/ACM.0b013e3181acf170
Source: PubMed


The authors present 10 strategies, plus challenges and opportunities, that have informed three well-established, yearlong medical education fellowships (defined as single cohorts of medical teaching faculty who participate in extended faculty development activities) during the period 1998 to 2008. These strategies include (1) defining an operating philosophy, values, and goals, (2) establishing a curriculum that reflects the roles and responsibilities of fellows and faculty, (3) employing a basic approach to adult learning, (4) striving to achieve a balance between stated objectives and openness of discussion, (5) creating optimum learning opportunities for the fellows to acquire and practice skills delineated in the curriculum, (6) fostering interdisciplinary communication, team development, and the creation of a learning community, (7) developing mindfulness and critical self-reflection, (8) systematically reviewing each session, (9) evaluating fellowship outcomes, and (10) planning for the future. This in-depth look presents both curricular content and process, providing a useful starting point from which those who develop and conduct educational faculty development activities at medical schools and academic medical centers may fashion and implement a local curriculum.

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    • "HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq innovative institutional programs that contribute to quality improvement and patient safety (Hatem et al., 2009). Few fellowship programs require specifi c activities of faculty after program completion. "
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    ABSTRACT: Billions of dollars are spent annually on programs to develop organizational leaders, yet the effectiveness of these programs is poorly understood. Scholars advise that value is enhanced by the development of individual leadership plans at program completion, followed by implementation experience with subsequent coaching and reflection. The literature discusses coaching on specific skills in individual plans; research is lacking regarding coaching's value for the individual plan implementation process as a whole. In addition, there is scant literature concerning the use of reciprocal peer coaching in leadership development. This article presents the findings of research aimed at understanding the experience of individuals who completed a leadership development program, prepared individual leadership plans at completion, and then engaged in a process that included reciprocal peer coaching to help them implement their plans. The major contributions of the study concern the importance of the support structure provided, the nature of the benefits identified from giving as well as receiving coaching, and the specification of a transformational learning process regarding both the implementation of individual leadership plans and engagement in reciprocal peer coaching. While the study was conducted in a medical educational setting, the findings have implications for leadership development programs in other areas of education, as well as other organizational settings.
    Full-text · Article · Mar 2013 · Human Resource Development Quarterly
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    • "They can facilitate enduring perceived change in participant's teaching, research, and administrative abilities (Hatem et al. 2009). While the method is popular with participants, planning and conducting such a workshop present a formidable challenge to the person responsible for its success. "
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    ABSTRACT: The effective faculty development (FD) program is the most essential component for creating successful educational innovation. The purpose of having any FD program is to enable faculty to accomplish their goals, and through accomplishing these goals, the missions of their departments, colleges, and universities would be accomplished. FD programs will need to provide an extensive set of developmental-educational skills and strategies in order to serve faculty members who come from various disciplines and at different stages of their careers, have different faculty responsibilities, backgrounds, appointments, and bring unique personal circumstances to their work. Although, there are quite a large number of medical schools in Arabian Gulf (GCC) countries, still the FD programs are extremely lacking. To analyze the situation in Gulf medical schools with regards to FD programs, we would emphasize the following needs: (1) FD committees or departments; (2) formal programs in FD for new or junior and for also senior and established faculty members; and (3) funding support has to be devoted to improve the skills of faculty members in academia. This aimed at presenting a proposed FD program to be considered as a tool for qualitative improvement in medical schools of GCC countries.
    Full-text · Article · Apr 2012 · Medical Teacher
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    • "It was quite encouraging that the paradigm began to shift in the early 1990s as medical education programs started to pay serious attention to the quality of teaching and support for faculty in their roles as teachers (Steinert 2000; Hatem et al. 2006, 2009; Searle et al. 2006; Steinert et al. 2006; Taylor et al. 2007). As changes in accreditation standards demanded the revision and renewal of medical education programs, teaching and educational scholarship became integral parts of academic scholarship, and the level of competence that is expected of faculty who teach is now equivalent to that expected of clinical and research faculty members (Searle et al. 2006; McLean et al. 2008; Hatem et al. 2009). Then, how successful have the clinical teachers been in their quest to become competent expert teachers? "
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    ABSTRACT: To guide the future faculty development practices in a better manner, it is important to determine how clinical teachers perceive their own skill development. Aim: The objective of this study was to examine the extent to which clinical teachers aligned their teaching practices, as measured with a self-rating instrument, with their understanding of what constitutes good clinical teaching. A sample of 1523 residents and 737 faculty members completed the clinical teaching perception inventory (CTPI) online and ranked 28 single-word descriptors that characterized clinical teachers along a seven-point scale in two measures, "My Ideal Teacher" and "Myself as a Teacher." Faculty and residents showed strikingly similar discrepancies, in both their magnitudes and directions, between their ratings of "My Ideal Teacher" and those of "Myself as a Teacher." Both residents and faculty found it most difficult to develop the stimulating, well-read, and innovative nature to meet their own standards. Data did not support our hypothesis that faculty would demonstrate stronger congruence between "My Ideal Teacher" and "Myself as a Teacher" than residents. Medical faculty would benefit from future faculty development practices that are designed to assist them in becoming stimulating, well-read, and innovative teachers, while using less control and caution in their teaching.
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