Outcomes results from the evaluation of the APA/HRSA Faculty Scholars Program
Office of Educational Services, Medical College of Wisconsin, Milwaukee, WI 53226, USA. Ambulatory Pediatrics
(Impact Factor: 2.49).
02/2004; 4(1 Suppl):103-12. DOI: 10.1367/1539-4409(2004)004<0103:ORFTEO>2.0.CO;2
The goal of the Ambulatory Pediatric Association/Health Resources and Services Administration National Faculty Development Scholars Program was to improve primary care education in the pediatric setting. The program evaluation focused on four stake-holder objectives: 1) increase the educational skills of community and generalist faculty; 2) create pediatric leadership focused on changing the culture within the medical community to support primary care education; 3) develop an infrastructure that supports sustained faculty development efforts at the local, regional, and national level; and 4) include content areas consistent with Health Resources and Services Administration contract requirements.
A multimethod evaluation plan, focused on the 107 completing scholars, was implemented utilizing six evaluation instruments.
Key outcomes from both quantitative and qualitative outcome measures reveal that all evaluation objectives were achieved. Scholars presented 438 local workshops and 161 regional/national workshops focused on pediatric education with a combined attendance of 7939 participants. More than half of the scholars have now assumed a leadership position in education associated with program participation. Ninety-three percent of the scholars reported organizational/infrastructure changes associated with their program participation ranging from increased numbers of community teaching sites to specific resource allocations to support of faculty development.
The outcomes of this evaluation reveal that the faculty development program achieved its objectives, with participants leading workshops, impacting faculty development infrastructure, advancing their own careers, and being strategically positioned in leadership roles with the skills to improve primary care education in the ambulatory setting.
Available from: Debra A Darosa
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ABSTRACT: The educational scholarship track represented 1 of 3 tracks of the Ambulatory Pediatric Association/Health Resources and Services Administration faculty development initiative. Two cohorts of participants (N = 38), selected via a peer-review process, took part in a series of three 2-day workshops presented over an 18-month period designed to assist experienced pediatric faculty in becoming more proficient educators. The program was developed through an iterative needs assessment process and consisted of 7 major areas of study and skill development: principles of adult learning; teaching skills; feedback and evaluation; the workshop as a teaching and faculty development tool; curriculum development, implementation, and evaluation; research in medical education; and scholarship and promotion. At program completion, 35 scholars rated themselves on their pre- and postprogram competencies, demonstrating improvement in most areas. Scholars were required to lead educational workshops and reported having led a total of 118 local and 64 regional or national workshops as part of their program participation. There are objective indications that scholars in this track were successful in furthering their careers in medical education.
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ABSTRACT: The purpose of this project was to improve pediatric primary care medical education by providing faculty development for full-time and community-based faculty who teach general pediatrics to medical students and/or residents in ambulatory pediatric community-based settings. Funding for the program came through an interagency agreement with the Health Resources and Services Administration (HRSA) and the Agency for Healthcare Research and Quality (AHRQ).
A train-the-trainer model was used to train 112 scholars who could teach skills to general pediatric faculty across the nation. The three scholar groups focused on community-based ambulatory teaching; educational scholarship; and executive leadership.
Scholars felt well prepared to deliver faculty development programs in their home institutions and regions. They presented 599 workshops to 7989 participants during the course of the contract. More than 50% of scholars assumed positions of leadership, and most reported increased support for medical education in their local and regional environments.
This national pediatric faculty development program pioneered in the development of a new training model and should guide training of new scholars and advanced and continuing training for those who complete a basic program.
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