Chapter 8: Faculty Development (original) (raw)
Related papers
Family medicine, 2008
Clinical performance evaluations of medical students often fail to identify significant deficiencies. Many physicians are unwilling to give a poor or failing performance evaluation. Consequently, many clinical rotation grades are inflated and do not reflect actual student performance. We developed a computer-based faculty development tutorial designed to teach faculty members to use defined standards in the evaluation process and to give accurate performance grades to students and residents. We administered the tutorial to 25 family medicine faculty members. Immediate posttests and 3-month posttests were given to determine their mastery of the material. Grades were tracked for 2 years prior to the intervention and for the year following the intervention. After the 1-year intervention, the clerkship director went to each site and met directly with each faculty member. The computer tutorial material was reviewed again with faculty members. Grades for this academic year were tracked an...
A Critical Appraisal of and Recommendations for Faculty Development
American Journal of Pharmaceutical Education, 2011
The 2009-2010 American Association of Colleges of Pharmacy (AACP) Council of Faculties Faculty Affairs Committee reviewed published literature assessing the scope and outcomes of faculty development for tenure and promotion. Relevant articles were identified via a PubMed search, review of pharmacy education journals, and identification of position papers from major healthcare professions academic organizations. While programs intended to enhance faculty development were described by some healthcare professions, relatively little specific to pharmacy has been published and none of the healthcare professions have adequately evaluated the impact of various faculty-development programs on associated outcomes.
14: Completing the Faculty Development Cycle
To Improve the Academy
Consistent with the mission of the University of the Sciences in Philadelphia, the Teaching and Learning Center has emphasized implementation of learner-centered practices for eight years. To assess the impact of these development efforts, I reviewed syllabi and course approval forms of seventy-two recently approved courses. The documents revealed a disappointing lack of evidence of learner-centered course design features. Voluntary faculty development programming cannot force faculty to change their course designs. However, the results prompted discussions with administrators and faculty and yielded calls to action for greater implementation of learner-centered practices. Assessing the impact of one's work is a core principle of effective practice. Once informed by the results of these assessments, we can decide if we need to make changes in what we do (Suskie, 2004). As faculty developers, we work individually with faculty, offer workshops, and coordinate learning communities. Researchers have looked at the effectiveness of the process and format of development efforts (Cox, 2004; Sorcinelli, 1997). The most common measures ask participants immediately after programs or consultations how effective the event was. While individual workshops may not have much impact, a sustained effort focusing on a consistent message, with many follow-ups with faculty individually, usually has a greater impact (Cox, 2004; Eison & Stevens, 1995). I adapted Suskie's (2004) teaching-learning-assessment cycle to investigate the long-term effects on course design of eight years of sustained faculty
Faculty Development for Clinical Educators
Advancing Medical Education Through Strategic Instructional Design, 2000
Since the Flexner report in the 20 th century, teaching and learning process has evolved through: science learning, problem based learning, competency based learning and perspective learning. This evolution provides a consensus that educators need to develop competencies in their students to prepare them for an uncertain future. Competency refers not only to core knowledge or instrumental skills, but to interpersonal and systemic abilities required for lifelong learning. This transformation requires changes in both the educational model and faculty development programs. Previous research and proposals have defined important qualities and attributes; for clinical educators. The Faculty Development program presented here has been assessed with a mixed multiphase approach for continuous improvement process: 1) assessment of proposal, 2) assessment of implementation, 3) assessment of faculty experiences and 4) institutionalization of program. Results from this experience are presented, as well as other further challenges on this initiative.
Canadian Medical Education Journal
Implication Statement Faculty development programs should provide transformative resources and prioritize the unique needs of faculty. However, if faculty members face difficulty in accessing these programs, the potential impact of the valuable resources may be limited. To alleviate this issue, we designed a faculty development program that is available to anyone at any time and in any configuration. By allowing faculty to choose from a diverse range of medical education topics, they may promptly apply crucial concepts in their teaching and education leadership roles. This program allows faculty members to engage in personalized professional development, enhance their teaching practices, and foster professional growth. Also, program coordinators and administrators can seamlessly integrate our resources into their existing faculty development program. These resources can serve as self-study materials, supplements for existing programs, or a stand-alone curriculum with high accessibil...
Faculty Development as Transformation: Lessons Learned From a Process-Oriented Program
Teaching and Learning in Medicine, 2012
Background: Faculty development programs tend to be oriented around content, yet many have produced positive outcomes unrelated to the content. We describe a faculty development program that utilized the processes of shared reading and guided reflection espoused by narrative medicine. Description: To date, 25 preceptors in the Foundations of Clinical Medicine course have participated. The program consists of weekly seminars
Faculty development in medical school: how can it be improved?
Revista Brasileira de Educação Médica
Introduction: Faculty development in medical education has shown an increasing focus on universities. Changes in the learning style, the broad access to digital knowledge and new society demands in terms of medical competences have induced the need for updates in teaching practices, especially during the Covid-19 pandemic. Objective: To evaluate the needs of faculty development, reported educational practices and the view on teaching and learning from medical teachers' perspectives. Methods: this study has a cross-sectional design with a convenience sample of undergraduate medical teachers from a medical school in São Paulo, who coordinate educational units in the curricula. Data collection took place between August and September 2020, by completing an electronic questionnaire. The data were analyzed using proportions, the chi-square test or Fisher's exact test, with p <0.05 being considered significant. Results: There were 68 medical teachers coordinating curricula units and 47 (69.1%) accepted to participate. Of the total of 47 participants, 26 (55.3%) are female and 21 (44.7%) are male, 17 (36.2%) teachers taught disciplines from first biennium, 20 (42.6%) from the second biennium and 10 (21.1%) from the third biennium. Most of medical teachers reported being motivated to participate in faculty development courses (93.6%), with focus on the inclusion of innovations in their educational practice (85.1%). They reported the need to update teaching and assessment methods. The women reported more frequently the need for training in assessment methods (p = 0.04). In the reported educational practices, women incorporate more attitudes (p = 0.02) and skills in educational planning (p = 0.007), as well as the use of formative assessment (p = 0.03) and more previous training in the use of active methodologies (p = 0.02). Although the recognition of the importance of the dialogue with students being reported by most teachers, student-centered practices were described in a lower percentage of responses. Conclusion: Teachers are motivated to engage in faculty development actions, with several needs regarding educational practices being identified, with differences being observed between genders. Although they reported a dialogic view of the teaching-learning process, this concept is not yet implemented in the reported practice in their disciplines.
9: Preparing Today's Faculty for Tomorrow's Students: One College's Faculty Development Solution
To Improve the Academy, 2001
Florida, hascreated afaculty development program underwritten for the pastfive years by a US Department of Education Title /II Strengthening Institutions Grant. Ourprogram rose from a deliberate desire to buildactive, collaborativefaculty teams that would, in turn, buildactive, collaborative classrooms; our results demonstrate thatfaculty development programs based onobservable and measurable outcomes can positively af .feet student academic performance and persistence. This essay details this faculty development project.