1
|
Crosby B, Dumas H, Monroe J, Fabiano F, Gell-Levey I, Noyes C, Sugiyama K, Siegel J, Harris A, Streed C, Zumwalt AC. Faculty Training on Navigating Gender and Sex in Medical Education. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2024; 20:11427. [PMID: 39139985 PMCID: PMC11319425 DOI: 10.15766/mep_2374-8265.11427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/24/2023] [Accepted: 04/01/2024] [Indexed: 08/15/2024]
Abstract
Introduction Language that assumes gender and sex are binary and aligned is pervasive in medicine and is often used when teaching on physiology and pathology. Information presented through this lens oversimplifies disease mechanisms and poorly addresses the health of gender and sexually diverse (GSD) individuals. We developed a training session to help faculty reference gender and sex in a manner that would be accurate and inclusive of GSD health. Methods The 1-hour session for undergraduate and graduate medical educators highlighted cisgender and binary biases in medical teachings and introduced a getting-to-the-root mindset that prioritized teaching the processes underlying differences in disease profiles among gender and sex subpopulations. The training consisted of 30 minutes of didactic teaching and 20 minutes of small-group discussion. Medical education faculty attended and self-reported knowledge and awareness before and after the training. Results were compared using paired t tests. Expenses included fees for consultation and catering. Results Forty faculty participated (pretraining survey n = 36, posttraining survey n = 21). After the training, there was a significant increase in self-reported awareness of the difference between gender and sex (p = .002), perceived relevance of gender to teachings (p = .04), and readiness to discuss physiological drivers of sex-linked disease (p = .005). Discussion Participants reported increased understanding and consideration of gender and sex in medical education; feedback emphasized a desire for continued guidance. This easily adaptable session can provide an introduction to a series of medical teachings on gender and sex.
Collapse
Affiliation(s)
- Benjamin Crosby
- Third-Year Medical Student, Boston University Chobanian & Avedisian School of Medicine
- Co-primary author
| | - Hannah Dumas
- Third-Year Medical Student, Boston University Chobanian & Avedisian School of Medicine
- Co-primary author
| | - Janet Monroe
- Fourth-Year Medical Student, Boston University Chobanian & Avedisian School of Medicine
| | - Fredric Fabiano
- Second-Year Medical Student, Boston University Chobanian & Avedisian School of Medicine
| | - Isabelle Gell-Levey
- Fourth-Year Medical Student, Boston University Chobanian & Avedisian School of Medicine
| | - Christopher Noyes
- Fourth-Year Medical Student, Boston University Chobanian & Avedisian School of Medicine
| | - Kikuye Sugiyama
- Third-Year Medical Student, Boston University Chobanian & Avedisian School of Medicine
| | - Jennifer Siegel
- Medical Director, Transgender Health Program, Massachusetts General Hospital
| | - Angelique Harris
- Associate Dean, Office of Diversity and Inclusion, Boston University Chobanian & Avedisian School of Medicine; Associate Professor, Department of General Internal Medicine, Boston Medical Center
| | - Carl Streed
- Research Lead, GenderCare Center, Boston Medical Center; Assistant Professor, Section of General Internal Medicine, Boston University Chobanian & Avedisian School of Medicine
| | - Ann C. Zumwalt
- Associate Professor, Department of Anatomy and Neurobiology, Boston University Chobanian & Avedisian School of Medicine
| |
Collapse
|
2
|
Barnawi A, Sonbol AM, Al-Shawwa L, Abulaban A, Asiri K, Bagasi A, Alafari R, Alamoudi AA. Employing students' evaluations and tutors' perceptions to evaluate a faculty development program on problem-based learning at the Faculty of Medicine, King Abdulaziz University. BMC MEDICAL EDUCATION 2024; 24:708. [PMID: 38951776 PMCID: PMC11218292 DOI: 10.1186/s12909-024-05662-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Accepted: 06/12/2024] [Indexed: 07/03/2024]
Abstract
BACKGROUND Faculty development programs are crucial for promoting continuous learning, enhancing teaching effectiveness, and encouraging professional growth among medical educators. Problem-based learning was introduced as a teaching strategy in our Faculty of Medicine in 2007. Thereafter, several rounds of a faculty development program were conducted to help teachers recognize their role as facilitators and assess areas for improvement. METHODS We conducted a mixed-methods study with a sample of 284 third-year medical students answering a questionnaire and 21 faculty members participating in focus groups. A validated 13-item questionnaire was used to investigate the students' evaluation of their tutors' performance in problem-based learning. Three sessions were then conducted with faculty members involved in problem-based learning to gain in-depth insights into their experiences and perspectives. RESULTS The mean performance ranking for tutors awarded by the students was above halfway. There was a significant positive correlation between tutors' performance ranking and all five of the learning approaches examined herein: constructive/active learning, self-directed learning, contextual learning, collaborative learning, and intra-personal behavior (p < 0.05). The data from the focus groups were analyzed under five broad themes: tutors' insights into their strengths and weaknesses, challenges in conducting problem-based learning, tutors' ways of preparing for problem-based learning, feedback, and suggestions for improving problem-based learning workshops. CONCLUSIONS This study recommends improvements and future directions for advanced program evaluation. Faculty development programs can be tailored to effectively address students and faculty members' goals and needs, which can benefit the teaching and learning process and foster a culture of continuous improvement and professional growth.
Collapse
Affiliation(s)
- Ahlam Barnawi
- Department of Respiratory Therapy, Intensive Care Unit, King Fahad General Hospital, Jeddah, Saudi Arabia
| | - Ahmed M Sonbol
- Musculoskeletal Centre of Excellence, International Medical Centre, Jeddah, Saudi Arabia.
| | - Lana Al-Shawwa
- Department of Medical Education, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Alwalla Abulaban
- Department of Respiratory Therapy, King Abdulaziz Medical City, Jeddah, Saudi Arabia
| | - Khalil Asiri
- Bariq Health Sector, Ministry of Health, Asir, Saudi Arabia
| | - Abdulaziz Bagasi
- Department of Family Medicine, Ministry of National Guard - Health Affairs , Jeddah, Saudi Arabia
| | - Reem Alafari
- Department of Medical Education, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Aliaa Amr Alamoudi
- Clinical Biochemistry Department, Faculty of medicine, King AbdulAziz University, Jeddah, Saudi Arabia
| |
Collapse
|
3
|
Mustika R, Greviana N, Kusumoningrum DA, Pinasthika A. Redesigning a faculty development program for clinical teachers in Indonesia: a before-and-after study. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2024; 21:14. [PMID: 38872248 DOI: 10.3352/jeehp.2024.21.14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2024] [Accepted: 06/07/2024] [Indexed: 06/15/2024]
Abstract
PURPOSE Faculty development (FD) is important to support teaching, including for clinical teachers. Faculty of Medicine Universitas Indonesia (FMUI) has conducted a clinical teacher training program developed by the medical education department since 2008, both for FMUI teachers and for those at other centers in Indonesia. However, participation is often challenging due to clinical, administrative, and research obligations. The coronavirus disease 2019 pandemic amplified the urge to transform this program. This study aimed to redesign and evaluate an FD program for clinical teachers that focuses on their needs and current situation. METHODS A 5-step design thinking framework (empathizing, defining, ideating, prototyping, and testing) was used with a pre/post-test design. Design thinking made it possible to develop a participant-focused program, while the pre/post-test design enabled an assessment of the program’s effectiveness. RESULTS Seven medical educationalists and 4 senior and 4 junior clinical teachers participated in a group discussion in the empathize phase of design thinking. The research team formed a prototype of a 3-day blended learning course, with an asynchronous component using the Moodle learning management system and a synchronous component using the Zoom platform. Pre-post-testing was done in 2 rounds, with 107 and 330 participants, respectively. Evaluations of the first round provided feedback for improving the prototype for the second round. CONCLUSION Design thinking enabled an innovative-creative process of redesigning FD that emphasized participants’ needs. The pre/ post-testing showed that the program was effective. Combining asynchronous and synchronous learning expands access and increases flexibility. This approach could also apply to other FD programs.
Collapse
Affiliation(s)
- Rita Mustika
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
- Medical Education Collaboration Cluster, Indonesia Medical Education and Research Institute, Universitas Indonesia, Jakarta, Indonesia
| | - Nadia Greviana
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
- Medical Education Collaboration Cluster, Indonesia Medical Education and Research Institute, Universitas Indonesia, Jakarta, Indonesia
| | | | - Anyta Pinasthika
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
- Medical Education Collaboration Cluster, Indonesia Medical Education and Research Institute, Universitas Indonesia, Jakarta, Indonesia
| |
Collapse
|
4
|
Dijk SW, Findyartini A, Cantillon P, Cilliers F, Caramori U, O'Sullivan P, Leslie KM. Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165. MEDICAL TEACHER 2024; 46:732-745. [PMID: 37783204 DOI: 10.1080/0142159x.2023.2259062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/04/2023]
Abstract
Faculty Development (FD) has become essential in shaping design, delivery and quality assurance of health professions education. The growth of FD worldwide has led to a heightened expectation for quality and organizational integrity in the delivery of FD programmes. To address this, AMEE, An International Association for Health Professions Education, developed quality standards for FD through the development of the AMEE ASPIRE to Excellence criteria. This guide uses the ASPIRE criteria as a framework for health professions educators who wish to establish or expand approaches to FD delivery and scholarship within their institutions.
Collapse
Affiliation(s)
- Stijntje W Dijk
- Department of Epidemiology, Department of Radiology and Nuclear Medicine, Erasmus University Medical Center, Rotterdam, The Netherlands
| | - Ardi Findyartini
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Peter Cantillon
- Discipline of General Practice, University of Galway, Galway, Ireland
| | - Francois Cilliers
- Centre for Teaching and Learning, Stellenbosch University, Stellenbosch, South Africa
| | - Ugo Caramori
- School of Medical Sciences, University of Campinas (UNICAMP), Campinas, Brazil
| | - Patricia O'Sullivan
- Office of Medical Education and Departments of Medicine and Surgery, University of California, San Francisco, CA, USA
| | - Karen M Leslie
- Department of Paediatrics, University of Toronto, Toronto, Canada
| |
Collapse
|
5
|
Charnetski MD, Asoodar M, Yu H, van Mook W. Cultural Considerations in the Formal Process of Simulation Curriculum Adaptation: A Scoping Review. Simul Healthc 2024; 19:164-175. [PMID: 37655814 DOI: 10.1097/sih.0000000000000744] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/02/2023]
Abstract
SUMMARY STATEMENT Transborder curriculum partnerships in health professions education have been increasing in numbers in recent years. These partnerships present unique challenges when transferring curricula from one context to another. It has been noted that cultural differences between institutions, faculty, staff, and learners can have profound effects on collaboration. Given the significant need for context and fidelity (especially relative to cultural considerations) in healthcare simulation education, there are gaps that need to be addressed in the transfer of these curricula. A scoping literature review was conducted examining recently published articles with relevance to simulation curriculum design or adaptation in transborder contexts to determine to what extent cultural elements are considered in the design and adaptation of simulation-based education in transborder curriculum partnerships. This review resulted in 19 studies requiring full-text review. Studies represented every region of the world with both near and distant proximity of partnering parties. From the reviewed studies, 8 categories related to curriculum adaptation were identified. These categories, when compared with the themes present in Campinha-Bacote's model of cultural competency, showed complete overlap with the 5 themes of the model plus an additional theme complementary to the model. This scoping review demonstrates that cultural considerations clearly play a role in the adaptation of simulation curricula in transborder healthcare curricular partnerships, but further research is needed to further define the exact nature of that relationship.
Collapse
Affiliation(s)
- Matthew D Charnetski
- From the Maastricht University, Maastricht Netherlands Dartmouth Health, Lebanon, NH (M.D.C.); and Maastricht University, Maastricht Netherlands (M.A., H.Y., W.V.M.)
| | | | | | | |
Collapse
|
6
|
Booij E, van Dam M, Jonker G, van Bruggen L, Lesterhuis M, van der Schaaf MF, Hoff RG, Hennus MP. An Interprofessional Faculty Development Program for Workplace-Based Learning. PERSPECTIVES ON MEDICAL EDUCATION 2024; 13:266-273. [PMID: 38706455 PMCID: PMC11067978 DOI: 10.5334/pme.1242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Accepted: 04/11/2024] [Indexed: 05/07/2024]
Abstract
Background Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial. Approach Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning. Outcomes The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs. Reflection This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.
Collapse
Affiliation(s)
- Eveline Booij
- Department of Anesthesiology, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Marjel van Dam
- Intensive Care Center, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Gersten Jonker
- Department of Anesthesiology, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Lisette van Bruggen
- Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Marije Lesterhuis
- Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Marieke F. van der Schaaf
- Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Reinier G. Hoff
- Department of Anesthesiology, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Marije P. Hennus
- Pediatric Intensive Care, Wilhelmina Children’s Hospital, University Medical Center Utrecht, Utrecht, the Netherlands
| |
Collapse
|
7
|
Baessler F, Zafar A, Koelkebeck K, Frodl T, Signerski-Krieger J, Pinilla S, Barth GM, Jannowitz D, Speerforck S, Roesch-Ely D, Kluge I, Aust M, Utz J, Kersten GM, Spitzer P. What do the teachers want? A targeted needs assessment survey for prospective didactic training of psychiatry medical educators. GMS JOURNAL FOR MEDICAL EDUCATION 2024; 41:Doc18. [PMID: 38779695 PMCID: PMC11106569 DOI: 10.3205/zma001673] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 12/19/2023] [Accepted: 02/09/2024] [Indexed: 05/25/2024]
Abstract
Objectives Physicians and psychologists at psychiatric university hospitals are assigned teaching tasks from the first day of work without necessarily having the prerequisite training in teaching methods. This exploratory survey provides a needs-based analysis for the prospective didactic training of physicians and psychologists at psychiatric hospitals in Germany, Austria and Switzerland. Methods An online questionnaire was distributed at medical schools via email in German-speaking countries in Europe. All physicians involved in teaching medical students at psychiatry faculties were eligible to participate in the survey. Participants were further requested to recruit eligible participants (snowball sampling). Responses were analyzed descriptively, and differences between groups were calculated using nonparametric Mann-Whitney U tests (p<.05). Results Overall, 97 respondents (male=55, female=42; mean age= 40.6) from 19 medical schools completed the survey. The respondents consisted of 43 residents, 39 specialists, 6 chief physicians and 9 psychologists. Of the respondents, 97.6% rated didactic competence as either highly relevant or rather relevant for teaching medical students. The highest overall interest was shown for bedside teaching (mode=4; IQR: 2-4) and error culture (mode=3; IQR: 2-4). Respondents expressed the highest training needs for topics regarding presentation and communication (mode=3; IQR: 2-3). Resident physicians were significantly more interested in bedside teaching (U=362.0, p=0.004) and roleplay (U=425.0; p=0.036) than specialist physicians, who were more interested in examination didactics (U=415.0; p=0.022). Chief physicians displayed significantly deeper interest in group dynamics (U=51; p=0.023) than specialist physicians. In-person training was preferred by a majority of respondents, and 27.4% preferred online/web-based training. Conclusions The majority of physicians and psychologists at psychiatric university hospitals considered professional development for faculty to be helpful for teaching medical students. Bedside teaching and error culture management were the most desired teaching topics for training medical teachers. Tailored educational interventions are recommended, with target-oriented priorities for different hierarchical levels.
Collapse
Affiliation(s)
- Franziska Baessler
- Heidelberg University Hospital, Department of General, Internal and Psychosomatic Medicine, Center for Psychosocial Medicine, Heidelberg, Germany
- Heidelberg Academy of Sciences and Humanities, Heidelberg, Germany
| | - Ali Zafar
- Heidelberg University Hospital, Department of General, Internal and Psychosomatic Medicine, Center for Psychosocial Medicine, Heidelberg, Germany
- Heidelberg Academy of Sciences and Humanities, Heidelberg, Germany
| | - Katja Koelkebeck
- University Duisburg-Essen, Faculty of Medicine, LVR-University Hospital Essen, Department of Psychiatry and Psychotherapy, Essen, Germany
- University Duisburg-Essen, Center for Translational Neuro- & Behavioral Sciences (C-TNBS), Essen, Germany
| | - Thomas Frodl
- University Hospital Aachen, Department of Psychiatry, Psychotherapy and Psychosomatics, Aachen, Germany
| | - Jörg Signerski-Krieger
- University Medical Center Göttingen, Center for Psychosocial Medicine, Göttingen, Germany
| | - Severin Pinilla
- University Hospital of Old Age Psychiatry and Psychotherapy, Bern, Switzerland
- Marion von Tessin-Memory Zentrum, Munich, Germany
| | - Gottfried M. Barth
- University Hospital of Tübingen, Department Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Tübingen, Germany
| | - Deborah Jannowitz
- Helios Hanse Hospital Stralsund, Clinic for Psychiatry and Psychotherapy, Stralsund, Germany
| | - Sven Speerforck
- University of Leipzig, Medical Faculty, Department of Psychiatry, Leipzig, Germany
| | - Daniela Roesch-Ely
- University of Heidelberg, Department of General Psychiatry, Center for Psychosocial Medicine, Heidelberg, Germany
| | - Ina Kluge
- Marburg University, Department of Psychiatry and Psychotherapy, Marburg, Germany
| | - Miriam Aust
- University of Münster, University Hospital Münster, Department of Psychiatry, Münster, Germany
| | - Janine Utz
- Friedrich-Alexander University Erlangen-Nuremberg, Erlangen University Hospital, Department of Psychiatry and Psychotherapy, Erlangen, Germany
| | - Gian-Marco Kersten
- Friedrich-Alexander University Erlangen-Nuremberg, Erlangen University Hospital, Department of Psychiatry and Psychotherapy, Erlangen, Germany
| | - Philipp Spitzer
- Friedrich-Alexander University Erlangen-Nuremberg, Erlangen University Hospital, Department of Psychiatry and Psychotherapy, Erlangen, Germany
| |
Collapse
|
8
|
Liao KC, Peng CH. Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action Research. TEACHING AND LEARNING IN MEDICINE 2024; 36:211-221. [PMID: 37092834 DOI: 10.1080/10401334.2023.2204091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Accepted: 04/04/2023] [Indexed: 05/03/2023]
Abstract
Problem: Since competency-based medical education has gained widespread acceptance to guide curricular reforms, faculty development has been regarded as an indispensable element to make these programs successful. Faculty developers have striven to design and deliver myriad of programs or workshops to better prepare faculty members for fulfilling their teaching roles. However, how faculty developers can improve workshop delivery by researching their teaching practices remains underexplored. Intervention: Action research aims to understand real world practices and advocates for formulation of doable plans through cycles of investigations, and ultimately contributes to claims of knowledge and a progression toward the goal of practice improvement. This methodology aligns with the aim of this study to understand how I could improve a faculty development workshop by researching my teaching practices. Context: In 2016, we conducted four cycles of action research in the context of mini-Clinical Evaluation Exercise (mini-CEX) workshops within a faculty development program aiming for developing teaching and assessment competence in faculty members. We collected multiple sources of qualitative data for thematic analysis, including my reflective journal, field notes taken by a researcher-observer, and post-workshop written reflection and feedback in portfolio from fourteen workshop attendees aiming to develop faculty teaching and assessment competence. Impact: By doing action research, I scrutinized each step as an opportunity for change, enacted adaptive practice and reflection on my teaching practices, and formulated action plans to transform a workshop design through each cycle. In so doing, my workshop evolved from didactic to dialogic with continuous improvement on enhanced engagement, focused discussion and participant empowerment through a collaborative inquiry into feedback practice. Moreover, these processes of action research also supported my growth as a faculty developer. Lessons Learned: The systematic approach of action research serves as a vehicle to enable faculty developers to investigate individual teaching practices as a self-reflective inquiry, to examine, rectify, and transform processes of program delivery, and ultimately introduce themselves as agents for change and improvement.
Collapse
Affiliation(s)
- Kuo-Chen Liao
- Division of Geriatric Medicine and General Internal Medicine, Department of Internal Medicine, Chang Gung Memorial Hospital Linkou, Taoyuan, Taiwan
- School of Medicine, Chang Gung University College of Medicine, Taoyuan, Taiwan
- Chang Gung Medical Education Research Centre (CG-MERC), Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Chang-Hsuan Peng
- School of Medicine, Chang Gung University College of Medicine, Taoyuan, Taiwan
- Chang Gung Medical Education Research Centre (CG-MERC), Chang Gung Memorial Hospital, Taoyuan, Taiwan
| |
Collapse
|
9
|
Moon H, Marcel D’ E. A practical model of faculty development in medical education: make it accessible, versatile, and easy to use! CANADIAN MEDICAL EDUCATION JOURNAL 2024; 15:80-82. [PMID: 38528905 PMCID: PMC10961120 DOI: 10.36834/cmej.77076] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 03/27/2024]
Abstract
Faculty development programs should offer transformative resources and prioritize the needs of the faculty. If faculty face difficulty in accessing such programs, the potential impact of the resources may be limited. To alleviate such issues, we designed a faculty development program that is available to anyone at any time in any configuration. By allowing faculty to choose from a diverse range of medical education topics based on their interests and needs, they may promptly apply crucial concepts in their teaching and education leadership roles. Faculty members can engage in personalized professional development, enhance their teaching practices, and ultimately foster their professional growth. Also, program coordinators and administrators can seamlessly integrate our resources into any existing faculty development program, serving as self-study materials, resources for existing programs, or a stand-alone curriculum with high accessibility, versatility, and ease of use.
Collapse
Affiliation(s)
- Henry Moon
- Educational Innovation Institute, Medical College of Georgia, Augusta University, Georgia, USA
| | - Eon Marcel D’
- Educational Innovation Institute, Medical College of Georgia, Augusta University, Georgia, USA
| |
Collapse
|
10
|
Kohan M, Changiz T, Yamani N. A systematic review of faculty development programs based on the Harden teacher's role framework model. BMC MEDICAL EDUCATION 2023; 23:910. [PMID: 38037063 PMCID: PMC10690997 DOI: 10.1186/s12909-023-04863-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Accepted: 11/10/2023] [Indexed: 12/02/2023]
Abstract
BACKGROUND Despite the changing roles of faculty in the health professions over the past two decades, none of the reviews has been paid enough attention to the impact of the faculty development programs on these roles. The objective of this review is to synthesize the existing evidence that addresses the questions: "What are the types and outcomes of faculty development programs based on the Harden teachers' role framework and which of the areas described by Harden and Crosby are the authors referring to?" METHODS This review was conducted according to the guidance for Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. In 2020, a literature search was conducted in MEDLINE/PubMed, Scopus, ERIC, ScienceDirect, Google Scholar, Magiran and SID databases. The review included 119 studies (between 1990 and 2020) that met the review criteria. Data were extracted using a modified coding sheet. We used the modified Kirkpatrick model to assess the educational outcomes of faculty development programs. RESULTS The majority of faculty development programs were workshops (33.61%) with various durations. Most programs focused on the domain of information provider and coach (76.47%), followed by the facilitator of learning and mentor (53.78%) and assessor and diagnostician (37.81%). Only five faculty development programs focused on the domain of role model. The majority (83.19%) of outcomes reported were at level 2B, level 1 (73.95%) and level 2A (71.42%). Gains in knowledge and skills related to teaching methods and student assessment were frequently noted. Behavior changes included enhanced teaching performance, development of new educational curricula and programs, improved feedback and evaluation processes, new leadership positions, increased academic output and career development. The impact on the organizational practice continued to be underexplored. CONCLUSION Based on the review findings, broadening the scope of faculty development programs beyond the traditional roles of the faculty members by utilizing a competency-based framework for developing a comprehensive faculty development program is recommended. Attention to individualized form of faculty development programs and incorporating more informal approaches into the design and delivery of faculty development programs is also needed.
Collapse
Affiliation(s)
- Mahmoud Kohan
- Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Tahereh Changiz
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Nikoo Yamani
- Medical Education Research Center, Medical Education Development Center, Isfahan University of Medical Sciences and Health Services, Isfahan, Iran.
| |
Collapse
|
11
|
Brazil V, Purdy E, El Kheir A, Szabo RA. Faculty development for translational simulation: a qualitative study of current practice. Adv Simul (Lond) 2023; 8:25. [PMID: 37919820 PMCID: PMC10621189 DOI: 10.1186/s41077-023-00265-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 10/13/2023] [Indexed: 11/04/2023] Open
Abstract
BACKGROUND Translational simulation is focused directly on healthcare quality, safety, and systems. Effective translational simulation design and delivery may require knowledge and skills in areas like quality improvement and safety science. How translational simulation programs support their faculty to learn these skills is unknown. We aimed to explore current faculty development practices within translational simulation programs, and the rationale for the approaches taken. METHODS We used a qualitative approach to explore faculty development in translational simulation programs. We conducted semi-structured interviews with representatives who have leadership and/or faculty development responsibilities in these programs and performed a thematic analysis of the data. RESULTS Sixteen interviews were conducted with translational simulation program leaders from nine countries. We identified three themes in our exploration of translational simulation faculty development practices: (1) diverse content, (2) 'home-grown', informal processes, and (3) the influence of organisational context. Collaboration beyond the historical boundaries of the healthcare simulation community was an enabler across themes. CONCLUSION Leaders in translational simulation programs suggest a diverse array of knowledge and skills are important for translational simulation faculty and report a range of informal and formal approaches to the development of these skills. Many programs are early in the development of their approach to faculty development, and all are powerfully influenced by their context; the program aims, structure, and strategy.
Collapse
Affiliation(s)
- Victoria Brazil
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia.
| | - Eve Purdy
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia
| | - Alexander El Kheir
- Emergency Department, Gold Coast Hospital and Health Service, Gold Coast, QLD, Australia
| | - Rebecca A Szabo
- Melbourne Medical School, The University of Melbourne, Melbourne, VIC, Australia
| |
Collapse
|
12
|
Cheng X, Bai J, Pan SQ, Li YQ, Yang X. Assessing Chinese anatomists' perceptions and attitudes toward blended learning through faculty development training programs. PeerJ 2023; 11:e16283. [PMID: 37927785 PMCID: PMC10621592 DOI: 10.7717/peerj.16283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Accepted: 09/21/2023] [Indexed: 11/07/2023] Open
Abstract
Background As a response to the COVID-19 pandemic, the faculty development program has partially shifted to online formats over the past two years, with a specific focus on professional training related to blended learning. The effectiveness of this training is closely tied to the perceptions and acceptability of blended learning among the trainees. This study aims to evaluate the perspectives of educators on blended learning, thereby assessing the efficacy of faculty training programs. Methods Anatomical teachers were chosen as a representative sample due to their significant presence among medical science educators. Chinese anatomists were invited to participate in a survey that gauges their attitudes and readiness for blended learning. Results A total of 297 responses were collected, covering all provinces in mainland China. The findings from the survey demonstrate that Chinese anatomists hold learning flexibility in the highest regard among the various facets of blended learning. Meanwhile, the presence of a connected learning community emerged as a pivotal factor influencing anatomists' perceptions, explaining 14.77% of the total variance. Further analysis showed noteworthy disparities in anatomists' attitudes toward blending learning based on their job titles, mentorship guidance, and support from in-service institutions. Notably, lecturers showed a more pronounced engagement in the connected learning community than teachers with different job titles. Additionally, anatomists who received stronger institutional support showed higher proficiencies in learning management. Conclusion This survey revealed that Chinese anatomists attribute considerable value to aspects such as learning flexibility, a connected learning community, and effective learning management within the domain of online/blended learning. Positive attitudes toward blended learning are likely to be nurtured by mentorship and institutional support, subsequently correlating with improved training outcomes. The distinctive characteristics observed among Chinese anatomists in the context of blended learning offers insights to enhance the effectiveness of faculty training programs, thereby facilitating the evolution of future teaching strategies.
Collapse
Affiliation(s)
- Xin Cheng
- Department of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, Guangdong, China
| | - Jian Bai
- Medical College, Jinan University, Guangzhou, Guangdong, China
- School of Education, South China Normal University, Guangzhou, China
| | - San-Qiang Pan
- Department of Anatomy, Medical College, Jinan University, Guangzhou, China
| | - Yun-Qing Li
- Department of Anatomy, Histology and Embryology, K.K. Leung Brain Research Centre, The Fourth Military Medical University, Xi’an, Shanxi, China
| | - Xuesong Yang
- Department of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, Guangdong, China
- Clinical Research Center, Clifford Hospital, Guangzhou, People’s Republic of China
| |
Collapse
|
13
|
Cintra KA, Borges MC, Panúncio-Pinto MP, de Almeida Troncon LE, Bollela VR. The impact and the challenges of implementing a faculty development program on health professions education in a Brazilian Medical School: a case study with mixed methods. BMC MEDICAL EDUCATION 2023; 23:784. [PMID: 37864191 PMCID: PMC10589939 DOI: 10.1186/s12909-023-04754-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2023] [Accepted: 10/09/2023] [Indexed: 10/22/2023]
Abstract
PURPOSE Faculty development in health professions education is still challenging in developing countries like Brazil. Work overload and the lack of financial support hinder faculty members' participation. Ribeirão Preto Medical School founded its Center for Faculty Development in 2016. Since then, an essential skills module (ESMo) on health professions education (HPE) has been offered regularly to faculty members and preceptors of seven undergraduate programs. This case study aims to evaluate the impact of this Essential Skills Module on the educational practices of participants two years after attending the module and the challenges faced during the process. METHOD The study used a mixed-method approach with a description of the demographic and professional profile data of the ESMo participants. Immediate post-ESMo perceptions (satisfaction and learning) of the participants were determined with structured instruments. Two years later, a semi-structured interview was conducted and recorded to determine the long-term effects (application of learning and behavior changing as an educator). NVIVO® software was used to store and systematize the thematic discourse analysis with a socio-constructivist theoretical framework interpretation. RESULTS One hundred forty-six participants were included: 86 (59%) tenured faculty members, 49 (33,5%) clinical preceptors, and 11 (7,5%) invited teachers. Most were female (66%), and 56% had teaching experience shorter than ten years. 52 (69%) out of 75 eligible participants were interviewed. The immediate reaction to participating in the module was quite positive and 80% have already implemented an educational intervention in their daily activities. Discourses thematic analysis showed five emerging themes appearing in different frequencies: Changes in teaching activities (98%); Lack of previous pedagogical training (92.3%); Commitment and enthusiasm towards teaching (46.15%); Overlapping functions inside the institution (34.6%) and Challenges for student assessment (23%). CONCLUSION This first in-depth evaluation of the long-term effects of a faculty development intervention in a Brazilian Health Profession Education school showed that participation positively changed participants' teaching & learning practices. These interventions consistently fostered a community of practice and valued faculty development processes in local and national scenarios.
Collapse
Affiliation(s)
- Karine Angélica Cintra
- Department of Internal Medicine, Ribeirão Preto Medical School (FMRP-USP), University of São Paulo, Ribeirão Preto, SP, Brazil
| | - Marcos Carvalho Borges
- Department of Internal Medicine & Center for Faculty Development, Ribeirão Preto Medical School (FMRP-USP), University of São Paulo, Ribeirão Preto, SP, Brazil
| | - Maria Paula Panúncio-Pinto
- Department of Health Sciences & Center for Faculty Development, Ribeirão Preto School of Medicine (FMRP-USP), University of São Paulo, Ribeirão Preto, SP, Brazil
| | - Luiz Ernesto de Almeida Troncon
- Department of Internal Medicine & Center for Faculty Development, Ribeirão Preto Medical School (FMRP-USP), University of São Paulo, Ribeirão Preto, SP, Brazil
| | - Valdes Roberto Bollela
- Department of Internal Medicine & Center for Faculty Development, Ribeirão Preto Medical School (FMRP-USP), University of São Paulo, Ribeirão Preto, SP, Brazil.
| |
Collapse
|
14
|
Kejela E, Tesfaye G, Getachew A, Rose ES, Winful T, Eyayu Z, Martin MH, Sileshi B. Evaluation of Knowledge, Attitudes, and Practice in an Online Faculty Development Course for Anesthesia Educators in East Africa. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:274-278. [PMID: 37185663 DOI: 10.1097/ceh.0000000000000493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
INTRODUCTION Faculty in low-resourced communities often have limited training on teaching and learning. An innovative, online, 13-week course using a flipped classroom model was developed for junior faculty anesthesiologists at teaching hospitals in East Africa and piloted in Ethiopia and Tanzania. METHODS Quantitative and qualitative data were collected and analyzed to evaluate potential change in participants' knowledge, skills, and attitudes as well as the feasibility of e-learning in the region. RESULTS Analysis of data revealed that top areas of change in participants' knowledge were in the flipped classroom approach (increased by 79%), effective mentoring practices (67%), and elements of effective course goals and objectives (58%). Leading areas of change in skills were in developing goals and objectives (72%), using case-based learning (67%), and engaging learners through PowerPoint (64%). Change in attitudes was largest in the areas of effective mentoring and strong leadership (27%), using course and lecture learning objectives (26%), and student-centered learning theory (26%). Qualitative data revealed that participants were satisfied with the course; found the structure, presentations, and delivery methods to be effective; and appreciated the flexibility of being online but experienced challenges, particularly in connectivity. DISCUSSION This evaluation demonstrated the efficacy of using e-learning in East Africa and highlights the innovation of online faculty development in a region where it has not been done before. By using participants as future instructors, this course is scalable in the region and worldwide, and it can help address limited access to training by providing a critical mass of trainers competent in teaching, mentoring, and leading.
Collapse
Affiliation(s)
- Edosa Kejela
- Dr. Kejela: Assistant Professor, Department of Anesthesiology, Jimma University, Jimma, Ethiopia. Dr. Tesfaye: Assistant Professor, Department of Anesthesiology, Bahir Dar University, Bahir Dar, Ethiopia. Dr. Getachew: Assistant Professor, Department of Anesthesiology, Bahir Dar University, Bahir Dar, Ethiopia. Dr. Rose: Global Health Education Specialist, Vanderbilt University Medical Center, Institute for Global Health, Nashville, Tennessee. Winful: Graduate Student, Department of Anthropology, Vanderbilt University, Nashville, Tennessee. Dr. Eyayu: Assistant Professor, Department of Anesthesiology, Critical Care and Pain Medicine, Yekatit 12 Hospital Medical College, Addis Ababa, Ethiopia. Dr. Martin: Associate Professor, Institute for Global Health, Vanderbilt University Medical Center, Nashville, Tennessee. Dr. Sileshi: Associate Professor, Department of Anesthesiology, Vanderbilt University Medical Center, Nashville, Tennessee
| | | | | | | | | | | | | | | |
Collapse
|
15
|
Bilgic E, van Mil S, Bassilious E. Current Experiences, Expectations, and Future Roles of Faculty Development. MEDICAL SCIENCE EDUCATOR 2023; 33:1147-1154. [PMID: 37886284 PMCID: PMC10597958 DOI: 10.1007/s40670-023-01853-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/10/2023] [Indexed: 10/28/2023]
Abstract
Introduction There is complexity to the success of faculty development (FD) programs at the departmental level, and many of the contributing factors can range from the individual to systems levels. The purpose of this study is to explore faculty perception of what FD encompasses, as well as their past/current experiences with FD, and perceptions regarding the importance, barriers, and facilitators to participating in FD. Methods This is a single center, qualitative descriptive study guided through a social constructionist perspective. Faculty from a pediatrics department were asked to participate in 1-h focus groups of 4-5 faculty per group. All sessions were done virtually and audio-recorded for transcription. Inductive reflexive thematic analysis was performed on the transcribed data. Results Overall, 5 major themes were identified: (1) purpose/meaning of FD for faculty, (2) perceptions of faculty regarding FD, (3) challenges that faculty encounter with FD, (4) designing and delivering FD to faculty, and (5) comparing FD and continuing professional development (CPD). Some of the main findings included (a) creating flexible and personalized FD curricula, (b) department focusing on bringing the faculty together as a community, and (c) department developing a broader definition of FD that could be used as a reference point in the whole department. Discussion Our findings suggest that barriers and challenges for accessing and making the most of FD opportunities still persist. Going forward, departments interested in improving their FD initiatives should focus on individualized, flexible, and technology enhanced FD approaches that motivate participation.
Collapse
Affiliation(s)
- Elif Bilgic
- Department of Pediatrics, Faculty of Health Sciences, McMaster University, L8S 4K1 Hamilton, Ontario, Canada
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, L8P 1H6 Hamilton, Ontario, Canada
| | - Spencer van Mil
- Department of Pediatrics, Faculty of Health Sciences, McMaster University, L8S 4K1 Hamilton, Ontario, Canada
- Health Science Education MSc Program, Faculty of Health Sciences, McMaster University, L8P 1H6 Hamilton, Ontario, Canada
| | - Ereny Bassilious
- Department of Pediatrics, Faculty of Health Sciences, McMaster University, L8S 4K1 Hamilton, Ontario, Canada
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, L8P 1H6 Hamilton, Ontario, Canada
| |
Collapse
|
16
|
Keshmiri F. The effect of the Educational Scholar Program as a longitudinal faculty development program on the capability of educators as scholars. BMC MEDICAL EDUCATION 2023; 23:691. [PMID: 37740171 PMCID: PMC10517549 DOI: 10.1186/s12909-023-04682-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Accepted: 09/14/2023] [Indexed: 09/24/2023]
Abstract
INTRODUCTION The Educational Scholar Program (ESP) is designed and implemented as a longitudinal and institution-based faculty development program. The present study aimed to assess the effect of the ESP on educators' capabilities to undertake SoTL activities associated with their scholar role. METHODS This study was conducted from 2017 to 2022. The participants (n = 64) were educators in six schools of Shahid Sadoughi University of Medical Sciences. The ESP was a faculty development program that consisted of training and project-based stages. The educators experienced small-group learning, self-directed learning, and reflective assignments in the training stage. In the second stage, the educators completed a SoTL (Scholarship of Teaching and Learning) project. Learner-related outcomes based on Kirkpatrick model was assessed. The reaction of educators (satisfaction, active participation in the ESP, and the perception of mentoring sessions) was assessed by three questionnaires (Reaction level). The educators' learning was evaluated by modified essay questions and their project reports (Learning and Behavior levels). Outputs of the ESP including journal publications, abstracts presented at meetings or congresses, grant funding, awards in educational festivals, promotions, projects with ongoing implementation following the ESP, and conducting further SoTL projects after ESP were assessed quantitatively over two years after participating in the ESP (Results level). Data were summarized by descriptive statistics (mean, percentage, SD, 95% Confidence Interval (CI)). Cut-off scores of the instruments was calculated with a standard setting method which introduced by Cohen-Schotanus and Van DerVleuten. Data analyzed by One-sample t-test. RESULTS Sixty-four of 72 (89%) educators completed the ESP. The mean (CI) satisfaction score of educators was 42 (CI: 26.92-58.28), the active participation was 92 (CI: 80.24-103.76). The scores of the mentoring assessment from the perspective of the educators were reported at 90 (CI: 78.24- 101.76). The mean (95%CI) learning scores in the essay examination were 88 (CI: 70.36- 105.64), and project assessment were 90 (CI: 78.24- 101.76). The results showed the educators' scores in reaction and learning significantly higher than the cut-off scores. (P < 0.05). Most projects were conducted in curriculum development and assessment/evaluation domains. The number of projects with ongoing implementation over the two years following the ESP and the acquisition of grants was higher than other outputs in the results level. CONCLUSION The ESP, as an institute-based longitudinal program, enhanced the learner-related outcomes (in four levels of reaction, learning, behavior, and results). The creation of practical learning and supportive mechanisms influenced on the results. The outcomes of ESP indicated that the educators prepared to conduct SoTL activities in their educational community.
Collapse
Affiliation(s)
- Fatemeh Keshmiri
- Medical Education Department, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
- National Agency for Strategic Research in Medical Education, Tehran, Iran.
| |
Collapse
|
17
|
Lin H, Liu G, Wang X, Xu Q, Guo S, Hu R. A virtual simulation-based training program on birthing positions: a randomized controlled trial. BMC Nurs 2023; 22:318. [PMID: 37715171 PMCID: PMC10503076 DOI: 10.1186/s12912-023-01491-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 09/08/2023] [Indexed: 09/17/2023] Open
Abstract
BACKGROUND Restricting parturient women in healthcare facilities from choosing positions that provide the greatest comfort and benefit during labor is a global barrier. Several complex factors, including caregiver preference and medical intervention, shape the limitation. Therefore, a practical need exists to train midwives on the knowledge and skills to change this condition. METHODS The study used a parallel, single-blind, randomized controlled trial at a provincial maternity and child health hospital in Fujian, China, from June 1 to December 31, 2019. The midwives in a birth suite were selected and randomly enrolled in a one-month simulation-based hybrid training or face-to-face teaching in September 2019. The four-level Kirkpatrick's model, including reaction, learning, behavior, and results, was used to evaluate training effects before and after the program. Data were analyzed with SPSS 25.0 using Student's t-test, Spearman's correlation test, Mann-Whitney U test, Wilcoxon signed-rank test, and chi-square test analysis of variance. The significance level was set at p < 0.05. RESULTS Forty-two midwives were initially randomized to either the virtual simulation group or the face-to-face group. One midwife was excluded from the analysis due to intervention discontinuation, resulting in a final analysis of 41 midwives (n1 = 21, n2 = 20). Post-intervention, the virtual simulation group exhibited higher satisfaction and learning effects compared to the face-to-face group, while the rate of perineal incision in primiparas was lower (p<0.05). No significant changes or differences were observed in self-rated behavior between the two groups (p>0.05). The virtual simulation group demonstrated an increase in non-supine birth rate (p = 0.030) and a decrease in perineal incision rate among primiparas compared to pre-intervention (p = 0.035). Moreover, knowledge performance was associated with the duration of virtual simulation (r = 0.664, p = 0.001). CONCLUSIONS Virtual simulation is a fascinating innovation that enables midwives to develop birthing positions without practicing on real pregnant women and is one solution to achieve work competency within a shortened training period.
Collapse
Affiliation(s)
- Huimin Lin
- The School of Nursing, Fujian Medical University, Fuzhou City, China
- Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fuzhou City, China
| | - Guihua Liu
- The School of Nursing, Fujian Medical University, Fuzhou City, China
- Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fuzhou City, China
| | - Xiaoyan Wang
- The School of Nursing, Fujian Medical University, Fuzhou City, China
| | - Qin Xu
- The School of Nursing, Fujian Medical University, Fuzhou City, China
| | - Shengbin Guo
- Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fuzhou City, China.
| | - Rongfang Hu
- The School of Nursing, Fujian Medical University, Fuzhou City, China.
| |
Collapse
|
18
|
Ghasemi S, Bazrafkan L, Shojaei A, Rakhshani T, Shokrpour N. Faculty development strategies to empower university teachers by their educational role: A qualitative study on the faculty members and students' experiences at Iranian universities of medical sciences. BMC MEDICAL EDUCATION 2023; 23:260. [PMID: 37076869 PMCID: PMC10114459 DOI: 10.1186/s12909-023-04209-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Accepted: 03/29/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND This study aimed to identify and explain the strategies of faculty development based on their role at Iranian Universities of Medical Sciences. METHODS We conducted a qualitative content analysis study in 2021 using purposive, snowball sampling, with a maximum variation in the faculty members' age and experience level. Twenty four participants were enrolled in this study (eighteen faculty members and six medical sciences students); data collection consisted of two phases of semi-structured interviews and a brainstorming group technique. Data were categorized into two themes and six related subthemes, based on their similarities and differences after frequent summarization. RESULTS The data analysis yielded two themes and eight categories. The first theme was to explain competencies based on role and task with two sub-themes: Tasks and capabilities and development and excellence of personal qualities. The second theme was the best strategies for empowering the teachers with four sub-themes, including problem-based learning, integration of methods, evaluation-based education, and scholarship in education (PIES), which explains the strategies that can support the development of teachers in medical sciences universities, and all the concepts were interrelated to each other. CONCLUSION From the experiences of faculty members, the importance of some strategies in education and empowering the teachers' professional competence dimensions should be emphasized. PIES could explain the practical strategies that can support the development of teachers in medical sciences universities.
Collapse
Affiliation(s)
- Sima Ghasemi
- Shiraz University of Medical Sciences, Shiraz, Iran
| | - Leila Bazrafkan
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Arash Shojaei
- School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Tayebeh Rakhshani
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Nasrin Shokrpour
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| |
Collapse
|
19
|
Stockdill M, Hendricks B, Barnett MD, Bakitas M, Harada CN. Peer observation of teaching: A feasible and effective method of physician faculty development. GERONTOLOGY & GERIATRICS EDUCATION 2023; 44:261-273. [PMID: 35196209 PMCID: PMC9395544 DOI: 10.1080/02701960.2021.2019030] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Physician faculty learn teaching skills informally while fighting competing professional obligations. One underutilized proven technique to improve teaching skills is peer observation with feedback. We aimed to understand benefits and challenges of a physician faculty development program based on peer observation of teaching and to develop best practice recommendations for future program development. The authors developed a peer observation-based physician faculty development program from 2015 to 2017. Two interviewers conducted and analyzed qualitative interviews with 13 faculty participants and four non-participants using content analysis to identify themes and subthemes in NVivo©. Participant-identified program benefits included conveyed institutional support for teaching, the opportunity for peer observation with direct and timely feedback, the opportunity for community building, and overall program feasibility. Program challenges included competing scheduling demands, variability in feedback quality, and difficulty maintaining engagement for the program duration. Potential areas for improvement included participation incentives, external faculty involvement, assistance with program logistics and administration, and improvement in the consistency of the feedback experience. While peer observation is a valued approach to physician faculty development of teaching skills, competing demands on physicians may still limit program effectiveness. Program sustainability depends on optimizing feedback quality, boosting motivation for participation, and providing administrative support.
Collapse
Affiliation(s)
- Macy Stockdill
- School of Nursing, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Bailey Hendricks
- College of Nursing, University of Nebraska Medical Center, Center for Nursing Science Rm 5094 | 985330 Nebraska Medical Center, Omaha, Nebraska, USA
| | - Michael D Barnett
- School of Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Marie Bakitas
- School of Nursing, and Department of Medicine, Division of Gerontology, Geriatrics, and Palliative Care, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Caroline N Harada
- School of Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| |
Collapse
|
20
|
Lee JWY, Bello F. Readiness of Health Care Professionals in Singapore to Teach Online and Their Technology-Related Teaching Needs: Quantitative Cross-sectional Pilot Study. JMIR MEDICAL EDUCATION 2023; 9:e42281. [PMID: 36877546 PMCID: PMC10028517 DOI: 10.2196/42281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 01/31/2023] [Accepted: 01/31/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND With the increasing acceptance of face-to-face classes transitioning to web-based learning due to COVID-19, there is an increasing need to have educators trained and equipped to teach online. The ability to teach in-person may not necessarily mean that one is ready teach in a web-based environment. OBJECTIVE The objective of our study was to investigate the readiness of health care professionals in Singapore to teach online and their technology-related teaching needs. METHODS This was a quantitative cross-sectional pilot study conducted among health care administrative staff and professionals in medicine, nursing, allied health, and dentistry. Participants were recruited via an open invitation email to all staff members of Singapore's largest group of health care institutions. Data were collected using a web-based questionnaire. Differences in the readiness of the professionals to teach online were analyzed using analysis of variance, and a 1-sided independent sample t test was performed to analyze the differences between respondents younger than 40 years and those older than 41 years. RESULTS A total of 169 responses was analyzed. Full-time academic faculty members scored the highest for readiness to teach online (2.97), followed by nursing professionals (2.91), medicine professionals (2.88), administrative staff members (2.83), and allied health professionals (2.76). However, there was no statistically significant difference (P=.77) among all the respondents in their readiness to teach online. There was an agreement among all professionals in their need for software tools to teach; in particular, there was a significant difference in the software needs among the professionals for streaming videos (P=.01). There was no statistically significant difference in the readiness to teach online between those younger than 40 years and those older than 41 years (P=.48). CONCLUSIONS Our study shows that there are still some gaps in terms of readiness to teach online among health care professionals. Our findings can be used by policy makers and faculty developers to identify opportunities for development among their educators so that they are ready to teach online with the appropriate software tools.
Collapse
Affiliation(s)
- Jason Wen Yau Lee
- Technology Enhanced Learning and Innovation Department, Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | - Fernando Bello
- Technology Enhanced Learning and Innovation Department, Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
- Department of Surgery and Cancer, Imperial College London, London, United Kingdom
| |
Collapse
|
21
|
Alwadei A. Utilizing Evaluation and Development Frameworks to Engineer a College-Wide Evaluation and Reform of an Undergraduate Dental Curriculum. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:145-156. [PMID: 36880092 PMCID: PMC9985396 DOI: 10.2147/amep.s402059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Accepted: 02/17/2023] [Indexed: 06/18/2023]
Abstract
PURPOSE To operationalize and analyze a college-wide evaluation of an undergraduate dental curriculum. MATERIALS AND METHODS A descriptive case study design was used with extensive multiple data collection methods that included literature review, document review of existing data, survey questionnaires, focus group semi-structured interviews and observation of clinical and laboratory tasks. This approach was based on Kern's curriculum development model and Fitzpatrick's practical guidelines and evaluation standards. RESULTS The evaluation outcomes indicated that a significant curricular change is needed. In hindsight, a thorough reflection on the evaluation strategy is provided highlighting several contextual factors. Actionable recommendations and comparisons are also drafted to shape a coherent curriculum reform implementation. CONCLUSION The process by which the evaluation was conducted, and the reform implementation is being instituted, while unique to this college, may offer insights for change at other dental colleges. In that, greater emphasis is placed on the general principles that remain applicable to other comparable contexts regardless of the distinctiveness in specificities.
Collapse
Affiliation(s)
- Abdurahman Alwadei
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| |
Collapse
|
22
|
Speer J, Conley Q, Thurber D, Williams B, Wasden M, Jackson B. A mixed-methods study of the effectiveness and perceptions of a course design institute for health science educators. BMC MEDICAL EDUCATION 2022; 22:873. [PMID: 36527044 PMCID: PMC9756627 DOI: 10.1186/s12909-022-03910-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Accepted: 11/21/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Most health care professionals get their start in academics without formal teaching training. As such, institutions encourage participation in opportunities to address gaps in faculty's knowledge of pedagogy and learning theory in order to promote both successful student and patient outcomes. This study aimed to examine the reception of a faculty development program focused on teaching participants the basics of course design. METHODS Applying a mixed-method approach, this retrospective study used pre/post-tests, assignment grades, self-assessment questionnaires, and focus groups to elucidate the impact of the faculty development intervention on course design. The participants (n = 12) were health educators from a private all-graduate level university with campus locations across the United States, including in the Southwest and Midwest. In the Course Design Institute (CDI), the participating faculty learned evidence-based instructional approaches and techniques to implement contemporary teaching practices. RESULTS The data from the pre/post-tests and focus groups suggest that participants learned about topics including instructional alignment, learning goals and objectives, instructional strategies, assessment planning, feedback approaches, communicating expectations, and adult learning theories by participating in this course. The final deliverable scores indicate that the CDI graduates were able to apply a backward design process to plan their own instruction. Data from both the survey and the focus groups suggest that participants were satisfied with the experience and particularly appreciated that the course was relevant to them as educators in the health sciences. CONCLUSIONS The results of this study indicate that the CDI was influential in developing the faculty's knowledge of the course design process, promoted the application of course design and pedagogy skills amongst CDI graduates, and positively impacted self-reported attitudes about their teaching abilities. In addition, feedback from participants indicates that they recognized the value of this program in their own development and they believed it should be a required course for all educators at the institution.
Collapse
|
23
|
MacKay J, Bell C, Hughes K, McCune V, Loads D, Salvesen E, Rhind S, Turner J. Development and Evaluation of a Faculty-Based Accredited Continuing Professional Development Route for Teaching and Learning. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:759-769. [PMID: 34767491 DOI: 10.3138/jvme-2021-0019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This article characterizes and evaluates the development of an accredited, in-house, faculty-based teaching recognition scheme aimed at supporting clinicians and academics to achieve Advance HE Fellowship recognition. The scheme takes 6 to 24 months to complete and forms part of an institution-wide scheme. The evaluation covered 44 months, collecting data on participation rates across the school and 21 semi-structured interviews across 16 staff participants. We describe the outcomes measured alongside key perceived benefits and challenges to support the implementation of similar schemes elsewhere. Across 130 academic staff, there was 61% engagement. In interviews, 11 participants characterized benefits in terms of changes to their teaching, such as adopting new strategies for differing class sizes, and highlighted the benefit of accessible and context-specific development opportunities designed specifically for STEMM (science, technology, engineering, mathematics, and medicine) practitioners and clinicians. Motivations for participating were mainly intrinsic (69%), with international professional recognition also featured (61%, n = 10). Of the 23 participants who withdrew, the largest subgroup (39%) withdrew because they had left the institution, and 35% withdrew because of a lack of time, which encompassed a range of issues. We outline recommendations for implementing similar schemes including protected time, accessible development opportunities, and support for mentors.
Collapse
|
24
|
Bakkum MJ, Loobeek BJ, Richir MC, Papaioannidou P, Likic R, Sanz EJ, Christiaens T, Costa JN, Dima L, de Ponti F, Kramers C, van Smeden J, van Agtmael MA, Tichelaar J. Teaching resources for the European Open Platform for Prescribing Education (EurOP 2E)-a nominal group technique study. NPJ SCIENCE OF LEARNING 2022; 7:23. [PMID: 36180446 PMCID: PMC9523648 DOI: 10.1038/s41539-022-00141-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Accepted: 09/02/2022] [Indexed: 06/16/2023]
Abstract
The European Open Platform for Prescribing Education (EurOP2E) seeks to improve and harmonize European clinical pharmacology and therapeutics (CPT) education by facilitating international collaboration and sharing problem-based, online, open educational resources. The COVID-19 pandemic forced teachers to switch to virtual modalities, highlighting the need for high-quality online teaching materials. The goal of this study was to establish the online problem-based teaching resources needed to sustain prescribing education during the pandemic and thereafter. A nominal group technique study was conducted with prescribing teachers from 15 European countries. Results were analyzed through thematic analysis. In four meetings, 20 teachers from 15 countries proposed and ranked 35 teaching materials. According to the participants, the most necessary problem-based-online teaching materials related to three overarching themes. Related to learning outcomes for CPT, participants proposed creating prescription scenarios, including materials focusing on background knowledge and resources on personalized medicine and topical/ethical issues such as the prescription's impact on planetary health. Second, related to teaching, they proposed online case discussions, gamification and decision support systems. Finally, in relation to faculty development, they recommend teacher courses, a repository of reusable exam questions and harmonized formularies. Future work will aim to collaboratively produce such materials.
Collapse
Affiliation(s)
- Michiel J Bakkum
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands.
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands.
| | - Bryan J Loobeek
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
| | - Milan C Richir
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
| | - Paraskevi Papaioannidou
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Aristotle University of Thessaloniki, Faculty of Health Sciences, School of Medicine, Department of Pharmacology, Thessaloniki, Greece
| | - Robert Likic
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- University of Zagreb School of Medicine and Clinical Hospital Centre Zagreb, Unit of Clinical Pharmacology, Zagreb, Croatia
| | - Emilio J Sanz
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Universidad de La Laguna, school of Health Sciences, Tenerife, Spain and Hospital Universitario de Canarias. La Laguna, Tenerife, Spain
| | - Thierry Christiaens
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Department of Basic and Applied Medical Sciences, Ghent University, Section Clinical Pharmacology, Ghent, Belgium
| | - João N Costa
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Laboratory of Clinical Pharmacology and Therapeutics, Faculty of Medicine, University of Lisbon, Lisbon, Portugal
| | - Lorena Dima
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Transilvania University of Brașov, Faculty of Medicine, Brașov, Romania
| | - Fabrizio de Ponti
- Department of Medical and Surgical Sciences, Pharmacology Unit, Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Cornelis Kramers
- Department of Internal Medicine and Pharmacology-Toxicology, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jeroen van Smeden
- Division of education, Centre for Human Drug Research, Leiden, The Netherlands
| | - Michiel A van Agtmael
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
| | - Jelle Tichelaar
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
| |
Collapse
|
25
|
Archer RM. Expert Veterinarians Should Be Trained Expertly: Fostering the Development of Adaptive Expertise in Veterinary Students through Faculty Development for Veterinary Educators. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 50:e20220018. [PMID: 36036570 DOI: 10.3138/jvme-2022-0018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The field of health professions education is rapidly evolving, and with it the field of veterinary education. This discussion piece amalgamates literature across health professions education to provide a picture of what a veterinary clinician-educator is, why there is a need for veterinary clinician-educators when developing learners with adaptive expertise, and how faculty development can support the growth of clinicians into clinician-educators. It is intended to outline the best practices for fostering the development of adaptive expertise in veterinary students through faculty development for veterinary educators.
Collapse
|
26
|
Alhassan AI. Implementing Faculty Development Programs in Medical Education Utilizing Kirkpatrick's Model. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:945-954. [PMID: 36039186 PMCID: PMC9419723 DOI: 10.2147/amep.s372652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Accepted: 07/18/2022] [Indexed: 06/15/2023]
Abstract
Since the 1970s, the definition of faculty development has evolved from improving teaching skills and classroom performance to a full range of activities involving teaching, leadership, mentorship of students, and impacting institutional culture. Unfortunately, in many educational programs, the focus of faculty development is still on classroom performance and research activities. This is troubling given the increased competitive nature of higher education in general, and even medical education, to attract the best students. The purpose of this article is to demonstrate how the Kirkpatrick model can be used as a framework for the development, implementation, and management of a comprehensive faculty development program. An important gap exists within the academic literature regarding a lack of discussion and analysis about how faculty development can be implemented in a way that helps healthcare faculty improve their skills in all areas of academic performance. At the same time, there is a lack of discussion and analysis about the need for medical schools to align faculty development with larger institutional goals and outcomes. The discussion included in this article serves to begin the process of filling that gap within the academic literature by demonstrating that the Kirkpatrick model can be used to implement and manage faculty development programs in which there is an institutional focus rather than an individual focus. By focusing on faculty development that is aligned with larger institutional goals, medical schools can be more competitive and better serve the future healthcare professionals they are training.
Collapse
Affiliation(s)
- Abdulaziz I Alhassan
- Department of Medical Education, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| |
Collapse
|
27
|
Bunin JL, Servey JT. Meeting the needs of clinician-educators: An innovative faculty development community of practice. CLINICAL TEACHER 2022; 19:e13517. [PMID: 35879054 DOI: 10.1111/tct.13517] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Accepted: 07/13/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND Requirements for faculty development for clinician-educators continue to increase. The number of faculty with experience delivering faculty development, however, remains limited. To overcome our deficit of faculty developers, we created a train-the-trainer programme. We recognised, however, that our plan would not meet the ultimate goal for our programme: Creating faculty developers to meet the faculty development needs of a large, dispersed system. We report on the creation and nurturing of faculty development community of practice (CoP), which we believe could be a solution for many academic systems struggling to engage busy clinicians, mature the teaching abilities of clinician educators, and meet the needs of their accrediting institutions. APPROACH We developed a faculty development CoP with a mission of promoting educational expertise and excellence and ensuring continuous growth of the members of our COP and broader faculty. EVALUATION A programme evaluation was performed consisting of two elements: The impact on the organisation (workshop and learner related metrics) and the impact on the CoP members (survey). We observed notable outcomes: Delivery of high quality workshops to faculty, attainment of leadership positions, and increases in motivation, networking, skills, confidence, and opportunities available to members. IMPLICATIONS Innovations to create and sustain structured faculty development programmes for clinician-educators are needed. The development and nurturing of a CoP of faculty developers resulted in benefits both for the organisation and CoP members and may be a solution for large academic systems struggling to meet their faculty development demands.
Collapse
Affiliation(s)
- Jessica L Bunin
- Office of Faculty Development, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Jessica T Servey
- Office of Faculty Development, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| |
Collapse
|
28
|
Tsai CL, Chiu YL, Chao CT, Lin MW, Ho CC, Chen HL, Sheu BC, Hsu C, Yang CW. Effectiveness of tutor shadowing on faculty development in problem-based learning. BMC MEDICAL EDUCATION 2022; 22:564. [PMID: 35869547 PMCID: PMC9306026 DOI: 10.1186/s12909-022-03615-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/05/2022] [Accepted: 07/06/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND To enhance tutors' teaching skills, tutor shadowing for novice tutors of problem-based learning (PBL) in addition to conventional faculty development (FD) was applied. This study aimed to develop a tutoring-skill scale (TS-scale) and evaluate the effect of shadowing on PBL tutors. METHODS This study employed a before-and-after study design with three phases. In phase 1, a TS-scale was elaborated. A validity examination was performed in phase 2. Phase 3 was a study of the effectiveness using a TS-scale survey of novice PBL tutors before and after the FD course. The FD course for novice PBL tutors included an FD workshop and PBL shadowing activities. RESULTS A TS-scale with a 32-item questionnaire of self-rated confidence for PBL tutors was identified in phase 1. In phase 2, 7 experienced specialists in medical education were invited to evaluate the content validity of the scale. The item content validity index (I-CVI) ranged from 0.86 to 1, and the scale-CVI (S-CVI) was 0.95. A total of 85 novice PBL tutors completed the TS-scale before the FD course, yielding a Cronbach's alpha of 0.98. An exploratory factor analysis with varimax rotation was performed. The twenty-four items with significant loadings greater than 0.5 were incorporated into a new TS-scale and were grouped into three factors: student contact, medical expertise, and teaching expertise. In phase 3, 76 novice PBL tutors completed the 24-item TS-scale before (pretest) and after (posttest) the FD course. Their self-rated confidence improved significantly across the three factors after the FD course. The pretest and posttest scores did not differ according to the tutors' gender, the grades they taught, or their specialty background. CONCLUSIONS Novice PBL tutors benefit from FD that incorporates tutor shadowing in the 3 key domains of tutoring competencies. The TS-scale developed in this study can be applied in future research on FD design.
Collapse
Affiliation(s)
- Chiao-Ling Tsai
- Division of Radiation Oncology, Department of Oncology, National Taiwan University Hospital, Taipei, Taiwan
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
| | - Yen-Lin Chiu
- Graduate Institute of Medical Education and Bioethics, National Taiwan University College of Medicine, No. 1, Sec. 1, Ren'ai Rd., Zhongzheng Dist., 100, Taipei, Taiwan
| | - Chia-Ter Chao
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
- Nephrology Division, Department of Internal Medicine, National Taiwan University Hospital, Taipei, Taiwan
| | - Mong-Wei Lin
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
- Department of Surgery, National Taiwan University Hospital, Taipei, Taiwan
| | - Chao-Chi Ho
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
- Chest Medicine Division, Department of Internal Medicine, National Taiwan University Hospital, Taipei, Taiwan
| | - Huey-Ling Chen
- Graduate Institute of Medical Education and Bioethics, National Taiwan University College of Medicine, No. 1, Sec. 1, Ren'ai Rd., Zhongzheng Dist., 100, Taipei, Taiwan
- Department of Pediatrics, National Taiwan University Hospital, Taipei, Taiwan
| | - Bor-Ching Sheu
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
- Department of Obstetrics and Gynecology, National Taiwan University Hospital, Taipei, Taiwan
| | - Chiun Hsu
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
- Department of Education and Research, Department of Medical Oncology, National Taiwan University Cancer Center, Taipei, Taiwan
| | - Chih-Wei Yang
- Graduate Institute of Medical Education and Bioethics, National Taiwan University College of Medicine, No. 1, Sec. 1, Ren'ai Rd., Zhongzheng Dist., 100, Taipei, Taiwan.
- Department of Medical Education, National Taiwan University Hospital, Taipei, Taiwan.
- Department of Emergency Medicine, National Taiwan University Hospital, Taipei, Taiwan.
| |
Collapse
|
29
|
Fantaye AW, Gnyra C, Lochnan H, Wiesenfeld L, Hendry P, Whiting S, Kitto S. Prioritizing Clinical Teaching Excellence: A Hidden Curriculum Problem. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:204-210. [PMID: 36007518 DOI: 10.1097/ceh.0000000000000442] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Abstract:
There have been many initiatives to improve the conditions of clinical teachers to enable them to achieve clinical teaching excellence in Academic Medical Centres (AMC). However, the success of such efforts has been limited due to unsupportive institutional cultures and the low value assigned to clinical teaching in comparison to clinical service and research. This forum article characterizes the low value and support for clinical teaching excellence as an expression of a hidden curriculum that is central to the cultural and structural etiology of the inequities clinical teachers experience in their pursuit of clinical teaching excellence. These elements include inequity in relation to time for participation in faculty development and recognition for clinical teaching excellence that exist within AMCs. To further compound these issues, AMCs often engage in the deployment of poor criteria and communication strategies concerning local standards of teaching excellence. Such inequities and poor governance can threaten the clinical teaching workforce's engagement, satisfaction and retention, and ultimately, can create negative downstream effects on the quality of patient care. While there are no clear normative solutions, we suggest that the examination of local policy documents, generation of stakeholder buy-in, and a culturally sensitive, localized needs assessment and integrated knowledge translation approach can develop a deeper understanding of the localized nature of this problem. The findings from local interrogations of structural, cultural and process problems can help to inform more tailored efforts to reform and improve the epistemic value of clinical teaching excellence. In conclusion, we outline a local needs assessment plan and research study that may serve as a conceptually generalizable foundation that could be applied to multiple institutional contexts.
Collapse
Affiliation(s)
- Arone Wondwossen Fantaye
- Mr. Fantaye: Research Associate, Office of Continuing Professional Development, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada. Ms. Gnyra: Medical Student, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada. Dr. Lochnan: Assistant Dean, Office of Continuing Professional Development, Faculty of Medicine; Professor, Department of Medicine, University of Ottawa; Head, Division of Endocrinology and Metabolism, The Ottawa Hospital, Ottawa, ON, Canada. Dr. Wiesenfeld: Vice-Dean, Postgraduate Medical Education, Faculty of Medicine; Assistant Professor, Department of Emergency Medicine, University of Ottawa; Attending Staff, Department of Emergency Medicine, The Ottawa Hospital, Ottawa, ON, Canada. Dr. Hendry: Vice-Dean, Office of Continuing Professional Development, Faculty of Medicine; Professor, Department of Surgery, University of Ottawa, Ottawa, ON, Canada. Dr. Whiting: Vice-Dean, Faculty Affairs, Faculty of Medicine; Associate Professor, Department of Pediatrics, University of Ottawa; Staff Physician, Division of Neurology, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada. Dr. Kitto: Professor, Department of Innovation in Medical Innovation; Director of Research, Office of Continuing Professional Development, University of Ottawa, Ottawa, ON, Canada
| | | | | | | | | | | | | |
Collapse
|
30
|
Sullivan AM, Beltran CP, Ranchoff BL, Hayes MM, Atkins KM, Tibbles CD, Cohen AP, Cohen DA, Huang GC, Schwartzstein RM. Enhancing Clinical Teaching in Critical Thinking, High-Value Care, and Health Care Equity. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:164-173. [PMID: 36007516 DOI: 10.1097/ceh.0000000000000441] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Faculty development in the clinical setting is challenging to implement and assess. This study evaluated an intervention (IG) to enhance bedside teaching in three content areas: critical thinking (CT), high-value care (HVC), and health care equity (HCE). METHODS The Communities of Practice model and Theoretical Domains Framework informed IG development. Three multidepartmental working groups (WGs) (CT, HVC, HCE) developed three 2-hour sessions delivered over three months. Evaluation addressed faculty satisfaction, knowledge acquisition, and behavior change. Data collection included surveys and observations of teaching during patient care. Primary analyses compared counts of post-IG teaching behaviors per hour across intervention group (IG), comparison group (CG), and WG groups. Statistical analyses of counts were modeled with generalized linear models using the Poisson distribution. RESULTS Eighty-seven faculty members participated (IG n = 30, CG n = 28, WG n = 29). Sixty-eight (IG n = 28, CG n = 23, WG n = 17) were observed, with a median of 3 observation sessions and 5.2 hours each. Postintervention comparison of teaching (average counts/hour) showed statistically significant differences across groups: CT CG = 4.1, IG = 4.8, WG = 8.2; HVC CG = 0.6, IG = 0.9, WG = 1.6; and HCE CG = 0.2, IG = 0.4, WG = 1.4 ( P < .001). DISCUSSION A faculty development intervention focused on teaching in the context of providing clinical care resulted in more frequent teaching of CT, HVC, and HCE in the intervention group compared with controls. WG faculty demonstrated highest teaching counts and provide benchmarks to assess future interventions. With the creation of durable teaching materials and a cadre of trained faculty, this project sets a foundation for infusing substantive content into clinical teaching.
Collapse
Affiliation(s)
- Amy M Sullivan
- Sullivan: Associate Professor, Department of Medicine, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA. Beltran: Research Manager, Beth Israel Deaconess Medical Center, Boston, MA. Ranchoff: PhD Candidate, University of Massachusetts, Amherst, MA. Dr. Hayes: Assistant Professor, Department of Medicine, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA. Dr. Atkins: Assistant Professor, Department of Obstetrics and Gynecology, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA. Dr. Huang: Associate Professor, Department of Medicine, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA. Dr. Tibbles: Assistant Professor, Department of Emergency Medicine, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA. Cohen: Instructor, Department of Health Policy and Management, Harvard T.H. Chan School of Public Health, Boston, MA. Dr. Cohen: Assistant Professor, Department of Medicine, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ. Dr. Schwartzstein: Professor of Medicine, Department of Medicine, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA
| | | | | | | | | | | | | | | | | | | |
Collapse
|
31
|
Bustamante-Helfrich B, Santa Maria E, Bradley J, Warden D, Sengupta A, Phillips-Madson R, Ungaretti T. Collaborative faculty development transforms evaluation at a school of osteopathic medicine: an exploratory grounded theory study. MEDEDPUBLISH 2022. [DOI: 10.12688/mep.18986.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: Faculty development (FD) initiatives for medical educators must keep pace with educators’ expanding roles and responsibilities in the 21st century to effectively support and guide professional growth. Successful initiatives will be comprehensive and systematic, rather than episodic. Our research explores the impact of a collaborative, individualized, and focused FD program. The purpose of this pilot study is: (1) to describe the innovative design and implementation of the incipient FD program at University of the Incarnate Word School of Osteopathic Medicine (UIWSOM), San Antonio, Texas; and (2) to present insights from a preliminary process evaluation of the program’s initial launch to inform and facilitate broadscale implementation. Methods: We used a longitudinal, holistic approach to redesign the UIWSOM FD program to provide evidence-informed and experiential learning for faculty. We performed a process evaluation of the initial iteration of the FD program using an inductive qualitative research approach. We applied principles of constructivist grounded theory to analyze faculty’s responses collected during semi-structured interviews. Results: Three themes emerged from our analysis: communication, advocacy, and reciprocal learning. We found that effective communication, advocacy for faculty success, and reciprocal value between faculty and program developers undergirded the core concept of authentic engagement. Faculty’s perceptions of the quality of engagement of those implementing the program overshadowed the quality of the logistics. Conclusions: Our pilot study identified authentic engagement as critical to faculty’s positive experience of this new FD initiative. Practical implications for other health professions schools with similar FD initiatives include consideration of the relational aspects. Future studies should expand the process evaluation to determine key factors driving perceived program success for other skill domains and amongst clinical faculty, and include a long-range outcome evaluation of the fully implemented program.
Collapse
|
32
|
Fantaye AW, Kitto S, Hendry P, Wiesenfeld L, Whiting S, Gnyra C, Fournier K, Lochnan H. Attributes of excellent clinician teachers and barriers to recognizing and rewarding clinician teachers' performances and achievements: a narrative review. CANADIAN MEDICAL EDUCATION JOURNAL 2022; 13:57-72. [PMID: 35572019 PMCID: PMC9099178 DOI: 10.36834/cmej.73241] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND Over the last 31 years, there have been several institutional efforts to better recognize and reward clinician teachers. However, the perception of inadequate recognition and rewards by clinician teachers for their clinical teaching performance and achievements remains. The objective of this narrative review is two-fold: deepen understanding of the attributes of excellent clinician teachers considered for recognition and reward decisions and identify the barriers clinician teachers face in receiving recognition and rewards. METHODS We searched OVID Medline, Embase, Education Source and Web of Science to identify relevant papers published between 1990 and 2020. After screening for eligibility, we conducted a content analysis of the findings from 43 relevant papers to identify key trends and issues in the literature. RESULTS We found the majority of relevant papers from the US context, a paucity of relevant papers from the Canadian context, and a declining international focus on the attributes of excellent clinician teachers and barriers to the recognition and rewarding of clinician teachers since 2010. 'Provides feedback', 'excellent communication skills', 'good supervision', and 'organizational skills' were common cognitive attributes considered for recognition and rewards. 'Stimulates', 'passionate and enthusiastic', and 'creates supportive environment', were common non-cognitive attributes considered for recognition and rewards. The devaluation of teaching, unclear criteria, and unreliable metrics were the main barriers to the recognition and rewarding of clinician teachers. CONCLUSIONS The findings of our narrative review highlight a need for local empirical research on recognition and reward issues to better inform local, context-specific reforms to policies and practices.
Collapse
Affiliation(s)
| | - Simon Kitto
- Office of Continuing Professional Development, University of Ottawa, Ontario, Canada
- Department of Innovation in Medical Education, University of Ottawa, Ontario, Canada
| | - Paul Hendry
- Office of Continuing Professional Development, University of Ottawa, Ontario, Canada
- University of Ottawa Heart Institute, Ontario, Canada
| | - Lorne Wiesenfeld
- Department of Emergency Medicine, University of Ottawa, Ontario, Canada
- Postgraduate Medical Education, University of Ottawa, Ontario, Canada
| | - Sharon Whiting
- Children's Hospital of Eastern Ontario, Ontario, Canada
- Office of Faculty of Affairs, University of Ottawa, Ontario, Canada
| | | | - Karine Fournier
- Health Sciences Library, University of Ottawa, Ontario, Canada
| | - Heather Lochnan
- Office of Continuing Professional Development, University of Ottawa, Ontario, Canada
- Department of Medicine, The Ottawa Hospital, Ottawa, Ontario
| |
Collapse
|
33
|
Oikawa S, Iida J, Ito Y, Nishigori H. Cultivating cultural awareness among medical educators by integrating cultural anthropology in faculty development: an action research study. BMC MEDICAL EDUCATION 2022; 22:196. [PMID: 35317790 PMCID: PMC8939140 DOI: 10.1186/s12909-022-03260-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Accepted: 03/16/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND In faculty development, understanding each participant's cultural context is important. However, there is scarce evidence on how to improve cultural understanding in faculty development. Cultural anthropology is a discipline that focuses on developing cultural self-awareness by understanding different cultures. Professionals from this field can be crucial to the goal of cultivating cultural awareness among medical educators. The aims of this study are to 1) develop and modify cultural anthropology sessions in faculty development and 2) evaluate the effectiveness of these sessions, including their long-term impacts. METHODS The cultural anthropology sessions were organized as part of a longitudinal faculty development program-Foundation Course for Medical Education-at Kyoto University in Japan. The study included 47 medical educators participating in faculty development and three lecturers: two cultural anthropologists and a medical educator. We developed the cultural anthropology sessions and implemented them in the longitudinal faculty development program. In these sessions, cultural anthropologists used inquiry-guided reflection. An action research methodology was employed and repeated in four cycles from 2015 to 2018. Qualitative and quantitative data were collected during the action research cycles. The qualitative data were thematically analyzed. RESULTS The cultural anthropologists' inquiries fostered learning during the sessions, and three themes-cultural relativism, attention to context, and reframing-were synthesized. As a long-term impact of the sessions, the learners reported becoming more aware of the cultural contexts in their daily educational and clinical activities. CONCLUSIONS The cultural anthropology sessions in the faculty development program were shown to have enhanced the participants' awareness of cultural contexts. The concept and format of these sessions may be used more widely in faculty development programs.
Collapse
Affiliation(s)
- Sayaka Oikawa
- Center for Medical Education and Career Development, Fukushima Medical University, 1 Hikarigaoka, Fukushima, 960-1295, Japan
| | - Junko Iida
- Anthropology, Faculty of Health and Welfare, Kawasaki University of Medical Welfare, 288 Matsushima, Kurashiki, Okayama, 701-0193, Japan
| | - Yasunobu Ito
- Anthropology, School of Knowledge Science, Japan Advanced Institute of Science and Technology (JAIST), 1-1 Asahidai, Nomi, Ishikawa, 923-1292, Japan
| | - Hiroshi Nishigori
- Center for Medical Education, Graduate School of Medicine, Nagoya University, 65 Tsurumai-cho, Showa-ku, Nagoya, 466-8560, Japan.
| |
Collapse
|
34
|
Ahmed SA, Hegazy NN, Kumar AP, Abouzeid E, Wasfy NF, Atta K, Wael D, Hamdy H. A guide to best practice in faculty development for health professions schools: a qualitative analysis. BMC MEDICAL EDUCATION 2022; 22:150. [PMID: 35248032 PMCID: PMC8898439 DOI: 10.1186/s12909-022-03208-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Accepted: 02/24/2022] [Indexed: 05/16/2023]
Abstract
BACKGROUND This is a practice guide for the evaluation tool specifically created to objectively evaluate longitudinal faculty development programs (FDP) using the "5×2 -D backward planning faculty development model". It was necessary to create this tool as existing evaluation methods are designed to evaluate linear faculty development models with a specific endpoint. This backward planning approach is a cyclical model without an endpoint, consisting of 5 dynamic steps that are flexible and interchangeable, therefore can be a base for an evaluation tool that is objective and takes into account all the domains of the FDP in contrast to the existing, traditional, linear evaluation tools which focus on individual aspects of the program. The developed tool will target evaluation of longitudinal faculty development programs regardless of how they were planned. METHODOLOGY Deductive qualitative grounded theory approach was used. Evaluation questions were generated and tailored based on the 5 × 2-D model followed by 2 Delphi rounds to finalize them. Based on the finalized evaluation questions from the results of the Delphi rounds, two online focus group discussions (FGDs) were conducted to deduce the indicators, data sources and data collection method. RESULTS Based on the suggested additions, the authors added 1 new question to domains B, with a total of 42 modifications, such as wording changes or discarding or merging questions. Some domains received no comments, therefore, were not included in round 2. For each evaluation question, authors generated indicators, data sources and data collection methods during the FGD. CONCLUSION The methodology used to develop this tool takes into account expert opinions. Comprehensiveness of this tool makes it an ideal evaluation tool during self-evaluation or external quality assurance for longitudinal FDP. After its validation and testing, this practice guide can be used worldwide, along with the provided indicators which can be quantified and used to suit the local context.
Collapse
Affiliation(s)
| | - Nagwa N. Hegazy
- Faculty of Medicine, Menoufia University (MU), Menoufia, Egypt
| | - Archana Prabu Kumar
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, SRIHER, Chennai, Tamil Nadu India
| | - Enjy Abouzeid
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Nourhan F. Wasfy
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Komal Atta
- The University of Faisalabad Pakistan, Faisalabad, Pakistan
| | - Doaa Wael
- Forensic Medicine Ain Shams University, Cairo, Egypt
| | - Hossam Hamdy
- Pediatric Surgery & Medical Education and Chancellor, Gulf Medical University, Ajman, United Arab Emirates
| |
Collapse
|
35
|
[Survey on training in orthopedics/trauma surgery : Is Germany ready for a competence-based training?]. Chirurg 2021; 93:586-595. [PMID: 34882255 DOI: 10.1007/s00104-021-01536-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/25/2021] [Indexed: 10/19/2022]
Abstract
BACKGROUND AND OBJECTIVE A high-quality advanced training is a key factor for good and safe patient treatment. Germany is currently revising the advanced training curricula and logbooks aiming to change the training into a competence-based training. The aim of this study was to analyze the day to day reality of orthopedic and trauma surgery advanced training in Germany based on the elements of the advanced training. METHODS In March 2020 an online survey on advanced training was carried out with 44 questions on the topics of advanced training curriculum, logbook, educational resources, evaluation, authorized trainer and distribution of working time . RESULTS A total of 237 persons completed the survey, of which 208 fulfilled the inclusion criteria. The respondents perceived a lack of clear standards in the advanced training curriculum and 25% did not receive structured learning resources in the form of simulations or courses. Mandatory annual process interviews were performed in only 58%. Most respondents valued the expertise of the trainers in orthopedic and trauma surgery, whereas they rated their competence in supervision and giving feedback as below average. Administrative work consumed 220 min of the daily working time and on average 60min remained per day for respondents to learn operative skills. CONCLUSION The survey revealed inconsistencies in the current advanced training curriculum and a lack of supervision and evaluation. The implementation of competence-based advanced training should therefore not only focus on a change of the curriculum but also on implementing competence-based training at all levels of training (learning resources, training, evaluation).
Collapse
|
36
|
Sator M, Holler P, Rosenbaum M. National train-the-trainer certificate programme for improving healthcare communication in Austria. PATIENT EDUCATION AND COUNSELING 2021; 104:2857-2866. [PMID: 34454798 DOI: 10.1016/j.pec.2021.07.046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 07/20/2021] [Accepted: 07/27/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES In Austria a national train-the-trainer programme (TTT) has been developed, implemented and evaluated with the aim of training and certifying participants for developing, implementing and delivering communication skills training (CST) for health professionals. METHODS The programme included 5 in-person courses, application homework with feedback, peer work, and regular trainer network meetings. Global satisfaction with training and changes in self-efficacy among TTT-participants and their learners in the CST delivered as practice projects were evaluated. RESULTS 18 participants have graduated from the TTT-pilot. 98 people took part in the 9 CST delivered by TTT-participants. Participants' satisfaction has been rated very positively both for TTT and CST. At post-programme/post-training, statistically significant improvement was observed in self-efficacy for the TTT-participants and for the CST-participants. Additionally, valuable suggestions for programme/training improvement were identified. CONCLUSIONS This programme is an important step to sustainably improving CST in Austria. To guarantee high quality and consistency, a set of standards for certification have been developed for TTT and CST. PRACTICE IMPLICATIONS Implementation of best practices in training trainers and communication skills teaching can be guided by a structured approach. Those wanting to implement similar programmes can benefit from strengths and suggestions for improvement identified in this national project.
Collapse
Affiliation(s)
- Marlene Sator
- Austrian Public Health Institute, Department Health Literacy and Health Promotion, Vienna, Austria; Austrian Health Literacy Alliance, c/o Austrian Health Promotion Fund, Vienna, Austria.
| | - Peter Holler
- Institute of Health Promotion and Disease Prevention, Graz, Austria; FH Joanneum University of Applied Sciences, Health and Tourism Management, Bad Gleichenberg, Austria
| | - Marcy Rosenbaum
- University of Iowa, Carver College of Medicine, Iowa City, USA
| |
Collapse
|
37
|
Thomas A, Bussières A. Leveraging knowledge translation and implementation science in the pursuit of evidence informed health professions education. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1157-1171. [PMID: 33651210 DOI: 10.1007/s10459-020-10021-y] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Accepted: 12/17/2020] [Indexed: 06/12/2023]
Abstract
Evidence informed approaches to health professions education can ensure accountability to learners and society in providing meaningful and effective education and helping resource strained systems via streamlined and cost-efficient practices. Knowledge translation and implementation science are two areas of study originally developed in clinical medicine in response to concerns that health care practices were incongruent with the scientific evidence. Two decades of research have led to important advances in our understanding of the nature and magnitude of research-practice gaps, the factors that support or impede adoption of evidence in clinical decision-making, and in the design and evaluation of theory driven interventions to reduce gaps. This paper borrows concepts from knowledge translation and implementation science to further our thinking about how health professions education can 'truly' be evidence informed. The article is organised in four sections: a discussion of the impetus for the evidence informed health professions education movement; a description of the origins of knowledge translation and implementation science; a discussion on how knowledge translation and implementation science can be leveraged to advance the evidence informed health professions education agenda; and suggestions for future discussion and research. An example is used to illustrate the application of the underpinning principles of knowledge translation and implementation science. The authors suggest a theory driven, staged and systematic approach that integrates knowledge translation principles and processes and involves key stakeholders interested in promoting the application of educational research of evidence.
Collapse
Affiliation(s)
- Aliki Thomas
- School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
- Centre for Interdisciplinary Research in Rehabilitation, Montreal, Canada.
| | - André Bussières
- School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
- Centre for Interdisciplinary Research in Rehabilitation, Montreal, Canada
- Département Chiropratique, Université du Québec à Trois-Rivières, Trois-Rivières, Canada
| |
Collapse
|
38
|
Jordan J, Yarris LM, Dorfsman ML, Wolf SJ, Wagner MJ. Coaching educators: Impact of a novel national faculty development program for didactic presentation skills. AEM EDUCATION AND TRAINING 2021; 5:e10637. [PMID: 34471792 PMCID: PMC8325437 DOI: 10.1002/aet2.10637] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Revised: 05/26/2021] [Accepted: 06/12/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Didactic lectures remain common in medical education. Many faculty physicians do not receive formal training on public presentations or leading instructional sessions. Coaching has emerged in medical education with the potential to positively impact skills. We sought to evaluate a novel, national faculty peer-coaching program created to improve lecture presentation skills and foster career development. METHODS This was a mixed-methods study of participant and faculty perceptions after completing the Council of Residency Directors in Emergency Medicine Academy Coaching Program. Participants completed an online evaluative survey consisting of multiple choice and Likert-type items. Program coaches participated in semistructured interviews. Descriptive statistics were reported for survey data. Thematic qualitative analysis by two independent reviewers was performed on interview data. RESULTS During 2012 to 2017, a total of 30 participants and 11 coaches from 37 residency programs across the United States engaged in the program. Twenty-four (80%) participants completed the survey. Eight (73%) coaches participated in semistructured interviews. Data were collected between October and December 2018. The mean ± SD numbers of national presentations participants had given before and after the coaching program were 6.92 ± 7.68 and 16.42 ± 15.43, respectively. Since their coaching, most participants (87.5%) have been invited to give a lecture at another institution. Many participants felt that the program improved their lecture evaluations, public speaking, ability to engage an audience, and professional development. Almost all (92%) would recommend the program to a colleague. The coaches perceived multiple benefits including improved skills, self-reflection, networking, career advancement, and personal fulfillment. Suggestions for improvement included improved administrative processes, more clear expectations, increased marketing, and increased participant and coach engagement. CONCLUSION Participants and coaches perceived multiple benefits from this novel, national faculty coaching program. With identification of the success, challenges, and suggestions for improvement, others may benefit as they develop coaching programs in medical education.
Collapse
Affiliation(s)
- Jaime Jordan
- Department of Emergency MedicineUCLA Ronald Reagan Medical CenterLos AngelesCaliforniaUSA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science University in PortlandOregonUSA
| | - Michele L. Dorfsman
- Department of Emergency MedicineUniversity of Pittsburgh Medical CenterPittsburghPennsylvaniaUSA
| | - Stephen J. Wolf
- Department of Emergency MedicineDenver Health Medical CenterDenverColoradoUSA
| | - Mary J. Wagner
- Central Michigan University Medical Education PartnersSaginawMichiganUSA
| |
Collapse
|
39
|
van Schaik SM. Accessible and Adaptable Faculty Development to Support Curriculum Reform in Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:495-500. [PMID: 33060398 DOI: 10.1097/acm.0000000000003804] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Contemporary curricular reform in medical education focuses on areas that current physician-educators were likely not exposed to during medical school, such as interprofessional teamwork; informatics; health care systems improvement; and diversity, equity, and inclusion. Thus, faculty may not be ready to support the planned curricular reform without adequate faculty development to acquire the necessary knowledge and skills. In an era with increasing demands on faculty, new approaches that are flexible and adaptable are needed. The University of California, San Francisco, School of Medicine implemented a new curriculum in 2016, which constituted a major curricular overhaul necessitating extensive faculty development. Based on this experience, the author proposes 8 guiding principles for faculty development around curricular reform: (1) create a blueprint to inform design and implementation of faculty development activities; (2) build on existing resources, networks, and communities; (3) target different needs and competency levels for different groups of faculty; (4) encourage cocreation in the workplace; (5) promote collaboration between content experts and faculty developers; (6) tap into faculty's intrinsic motivation for professional development; (7) develop curriculum leaders and faculty developers; and (8) evaluate for continuous improvement. Each of these principles is illustrated with examples, and when available, supported by references to relevant literature. Considering the current wave of curricular reform, both at the undergraduate and graduate levels, these principles can be useful for other institutions.
Collapse
MESH Headings
- Adult
- Curriculum/standards
- Curriculum/statistics & numerical data
- Curriculum/trends
- Education, Medical, Undergraduate/standards
- Education, Medical, Undergraduate/statistics & numerical data
- Education, Medical, Undergraduate/trends
- Faculty, Medical/education
- Female
- Guidelines as Topic
- Humans
- Male
- Program Development
- San Francisco
- Schools, Medical/standards
- Schools, Medical/statistics & numerical data
- Schools, Medical/trends
- Young Adult
Collapse
Affiliation(s)
- Sandrijn M van Schaik
- S. M. van Schaik is professor of pediatrics and director of faculty development, University of California, San Francisco, School of Medicine Bridges Curriculum, San Francisco, California; ORCID: https://orcid.org/0000-0002-2297-3511
| |
Collapse
|
40
|
Rowe RJ, Bahner I, Belovich AN, Bonaminio G, Brenneman A, Brooks WS, Chinn C, El-Sawi N, Haudek SB, Haight M, McAuley R, Slivkoff MD, Vari RC. Evolution and Revolution in Medical Education: Health System Sciences (HSS). MEDICAL SCIENCE EDUCATOR 2021; 31:291-296. [PMID: 33224556 PMCID: PMC7668405 DOI: 10.1007/s40670-020-01166-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/08/2020] [Indexed: 05/18/2023]
Affiliation(s)
- Rebecca J. Rowe
- University of New England College of Osteopathic Medicine, Biddeford, ME USA
| | - Ingrid Bahner
- Morsani College of Medicine University of South Florida, Tampa, FL USA
| | | | | | | | - William S. Brooks
- University of Alabama at Birmingham School of Medicine, Birmingham, AL USA
| | - Cassie Chinn
- International Association of Medical Science Educators, Huntington, WV USA
| | - Nehad El-Sawi
- Des Moines University Medicine & Health Sciences, Des Moines, IA USA
| | | | - Michele Haight
- Sam Houston State University College of Medicine, Huntsville, TX USA
| | - Robert McAuley
- Oakland University William Beaumont School of Medicine, Rochester, MI USA
| | | | | |
Collapse
|
41
|
Arooj M, Mukhtar K, Khan RA, Azhar T. Assessing the educational impact of cognitive level of MCQ and SEQ on learning approaches of dental students. Pak J Med Sci 2021; 37:445-449. [PMID: 33679929 PMCID: PMC7931318 DOI: 10.12669/pjms.37.2.3475] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Objectives: MCQ’s and SEQ’s are the most widely used assessment tool in dental colleges across Pakistan. This study explores the impact of assessment tool: MCQ’s and SEQ’s on learning approach of dental students and also identifies correlation between these assessment tools and deep & surface learning approaches in integrated and discipline based curriculum. Methods: A quantitative co-relational study was conducted in 2018 on 2nd and 4th year dental students. A pre-validated “Revised Study Process Questionnaire” was used. Spearman’s rho correlation coefficient and Wilcoxon signed ranks test were applied to determine the relationship between learning approaches and assessment tools. Internal consistency was calculated by Cronbach’s alpha. Results: Ninety six students out of one hundred and fifty completed the questionnaire. Correlation test showed that surface approach correlates significantly with MCQ’s (0.73) while no co-relation exists with SEQ’s (-0.14) in our study. Deep approach has a strong and significant correlation with SEQ’s (0.80) as compared to MCQ’s (0.056). Conclusion: Assessment tool has an impact on learning approaches used by the students. It was concluded that students used to prefer deep learning approach while preparing for SEQ’s as they were designed at higher cognitive level, whereas, they preferred surface approach while preparing for MCQ’s as they were developed at low cognitive order.
Collapse
Affiliation(s)
- Mahwish Arooj
- Mahwish Arooj, MBBS, MME, M. Phil, PHD Physiology. Professor of Physiology and Director, DME University College of Medicine and Dentistry, Lahore, Pakistan
| | - Khadijah Mukhtar
- Khadijah Mukhtar, BDS, MME Assistant Professor, DME University College of Medicine and Dentistry, Lahore, Pakistan
| | - Rehan Ahmed Khan
- Rehan Ahmed Khan, MBBS, FCPS, FRCS, MHPE Professor of Surgery, Assistant Dean Medical Education, Riphah International University
| | - Tayyaba Azhar
- Tayyaba Azhar. MBBS, MME Assistant Professor, DME University College of Medicine and Dentistry, Lahore, Pakistan
| |
Collapse
|
42
|
Grainger R, Liu Q, Geertshuis S. Learning technologies: A medium for the transformation of medical education? MEDICAL EDUCATION 2021; 55:23-29. [PMID: 32484971 DOI: 10.1111/medu.14261] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Revised: 04/26/2020] [Accepted: 05/26/2020] [Indexed: 05/25/2023]
Abstract
CONTEXT Learning technologies are ubiquitous in medical schools, implemented in anticipation of more effective, active and authentic learning and teaching. Such thinking appears to be an instance of solutionism. The evidence is that academics' adoption of learning technologies is often limited in scale and scope and frequently fails to transform their teaching practices. PURPOSE This paper aims to provide a contextualised analysis of considerations pertinent to the adoption of learning technologies by teaching staff. We contextualise a framework for understanding adoption of learning technologies in higher education by medical education. CONCLUSIONS We identify multiple precursors that predict individual patterns of adoption, illuminating factors related to the technology, the individual staff member charged with adoption and the working environment. We offer conceptual clarity to the vexed issue of learning technology adoption and provide evidence explaining why, despite their widely promulgated potential, learning technologies do not offer an easy route to the transformation of medical education.
Collapse
Affiliation(s)
- Rebecca Grainger
- Education Unit, University of Otago, Wellington and Otago Medical School, Wellington, New Zealand
| | - Qian Liu
- Education Unit, University of Otago, Wellington and Otago Medical School, Wellington, New Zealand
| | - Susan Geertshuis
- Graduate School of Management, Faculty of Business and Economics, University of Auckland, Auckland, New Zealand
| |
Collapse
|
43
|
Ekpenyong A, Becker K. What resources do clinical competency committees (CCCs) require to do their work? A pilot study comparing CCCs across specialties. MEDICAL TEACHER 2021; 43:86-92. [PMID: 32976733 DOI: 10.1080/0142159x.2020.1817878] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE Although a growing literature describes how clinical competency committees (CCCs) make decisions about trainees' clinical performance, little is known about the resources these committees need to perform their work. In this pilot study, we examined key characteristics of CCC processes across generalist and surgical specialties. This study intended to clarify topic areas for further investigation. METHODS A cross-sectional web-based survey of CCC chairpersons at two institutions was conducted in 2017. Survey items were designed to describe not only CCC work, including types of assessment data used and time spent discussing learners, but also resource needs such as faculty development, institutional support, and protected time for members. RESULTS The response rate was 59% (16/27). Only 44% offered faculty development to members. There was strong support for the institution to assist with faculty development for CCC members (81.25%), workshops for program coordinators (87.5%) and optimizing residency management software to organize assessment data (81.25%). Most respondents did not receive protected time for their committee work (93.75%). CONCLUSIONS Further studies are needed to elucidate whether CCC work varies across specialties and the associated committee resource needs. There may be opportunities for institutions to assist CCCs with resources across specialties.
Collapse
Affiliation(s)
- Andem Ekpenyong
- Department of Medicine, Rush University Medical Center, Chicago, IL, USA
| | - Kimberly Becker
- Graduate Medical Education Department, University of North Dakota School of Medicine and Health Sciences, Grand Forks, ND, USA
| |
Collapse
|
44
|
Zuo L, Miller Juvé A. Transitioning to a new era: Future directions for staff development during COVID-19. MEDICAL EDUCATION 2021; 55:104-107. [PMID: 33034062 PMCID: PMC7675277 DOI: 10.1111/medu.14387] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Accepted: 10/01/2020] [Indexed: 05/29/2023]
Abstract
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.
Collapse
Affiliation(s)
- Leila Zuo
- Oregon Health & Science UniversityPortlandORUSA
| | | |
Collapse
|
45
|
Loh PS, Chaw SH, Shariffuddin II, Ng CC, Yim CC, Hashim NHM. A Developing Nation's Experience in Using Simulation-Based Training as a Preparation Tool for the Coronavirus Disease 2019 Outbreak. Anesth Analg 2020; 132:15-24. [PMID: 33002931 PMCID: PMC7586848 DOI: 10.1213/ane.0000000000005264] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Abstract
Supplemental Digital Content is available in the text. BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic affected and overwhelmed many health care systems around the world at an unprecedented speed and magnitude with devastating effects. In developing nations, smaller hospitals were unprepared to face this outbreak nor had strategies in place to do so at the beginning. Here, we describe the preparation in an anesthetic department using simulation-based training over 2 weeks, as the number of cases rose rapidly. METHODS: Three areas of priority were identified as follows: staff safety, patient movement, and possible clinical scenarios based on simulation principles in health care education. Staff was rostered and rotated through stations for rapid-cycle deliberate practice to learn donning and doffing of personal protective equipment (PPE) and powered air-purifying respirator (PAPR). For difficult airway management, Peyton’s 4 steps for skills training and Harden’s Three Circle model formed the structure in teaching the core skills. Several clinical scenarios used system probing to elicit inadequacies followed by formal debriefing to facilitate reflection. Finally, evaluation was both immediate and delayed with an online survey after 1 month to examine 4 levels of reaction, learning, behavior, and impact based on the Kirkpatrick Model. Frequency and thematic analysis were then conducted on the quantitative and qualitative data, respectively. RESULTS: A total of 15 of 16 (93%) consultants, 16 (100%) specialists, and 81 (100%) medical officers in the department completed training within 2 consecutive weeks. Reaction and part of the learning were relayed immediately to trainers during training. In total, 42 (39%) trained staff responded to the survey. All were satisfied and agreed on the relevance of training. A total of 41 respondents (98%; 95% confidence interval [CI], 87-99) answered 16 of 20 questions correctly on identifying aerosol-generating procedures (AGP), indications for PPE, planning and preparation for airway management to achieve adequate learning. About 43% (95% CI, 27-59) and 52% (95% CI, 36-68) recalled donning and doffing steps correctly. A total of 92 responses from 33 respondents were analyzed in the thematic analysis. All respondents reported at least 1 behavioral change in intended outcomes for hand hygiene practice (20%), appropriate use of PPE (27%), and airway management (10%). The emerging outcomes were vigilance, physical distancing, planning, and team communication. Finally, the impact of training led to the establishment of institutional guidelines followed by all personnel. CONCLUSIONS: Simulation-based training was a useful preparation tool for small institutions with limited time, resources, and manpower in developing nations. These recommendations represent the training experience to address issues of “when” and “how” to initiate urgent “medical education” during an outbreak.
Collapse
Affiliation(s)
- P S Loh
- From the Department of Anesthesiology, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
| | | | | | | | | | | |
Collapse
|
46
|
Al Wardy N. Faculty Development Initiatives at the College of Medicine & Health Sciences, Sultan Qaboos University, Muscat, Oman. Sultan Qaboos Univ Med J 2020; 20:e271-e278. [PMID: 33110641 PMCID: PMC7574810 DOI: 10.18295/squmj.2020.20.03.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2019] [Revised: 01/23/2020] [Accepted: 02/19/2020] [Indexed: 11/16/2022] Open
Abstract
Faculty development is necessary to improve and update teaching and learning methodologies. As such, a variety of learning activities have been designed to improve teaching competencies of individual teachers. The College of Medicine & Health Sciences at Sultan Qaboos University, Muscat, Oman, recognised the need for teacher training in order to bring faculty up-to-date in teaching and assessment methodologies. A programme of regular and one-time interventions consisting of short courses, workshops and a series of lectures was offered. Feedback from the participants and facilitators led to programme expansion and enhancement. This special contribution discusses the impact of the programme on faculty and the college.
Collapse
Affiliation(s)
- Nadia Al Wardy
- Department of Biochemistry, Sultan Qaboos University, Muscat, Oman
| |
Collapse
|
47
|
Tun S, Wellbery C, Teherani A. Faculty development and partnership with students to integrate sustainable healthcare into health professions education. MEDICAL TEACHER 2020; 42:1112-1118. [PMID: 32762586 DOI: 10.1080/0142159x.2020.1796950] [Citation(s) in RCA: 33] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
There is an urgent need for health professionals to address the impacts of accelerating global environmental change. Healthcare faculty therefore have to educate the rising generation of health professionals in subjects unfamiliar to themselves, such as planetary health and sustainable healthcare. This creates a new paradigm where faculty have to learn a new subject area and incorporate and teach it within their own material. It is important to develop faculty knowledge and confidence to integrate education for sustainable healthcare into their educational practice, as faculty can rapidly acquire and build on these skills. Partnership between students and faculty can enhance this faculty development as students bring fresh ideas and possibly greater knowledge of the climate and ecological crisis. Under supervision, they can co-create the necessary new learning. Students can also act as partners in advocating for social and environmental fairness and systemic change toward a sustainable healthcare system. We summarize the impact of various activities of health professions students around the world which advocate for institutional change and enhance faculty development in education for sustainable healthcare. Through diverse case studies from different countries, we illustrate faculty development in education for sustainable healthcare, highlighting student involvement which has enhanced educators' learning.
Collapse
Affiliation(s)
| | | | - Arianne Teherani
- Center for Faculty Educators, University of California San Francisco, San Francisco, CA, USA
| |
Collapse
|
48
|
Fazio LT, Huffman MM. Meaning in medicine groups as part of faculty development. Int J Psychiatry Med 2020; 55:331-340. [PMID: 32883141 DOI: 10.1177/0091217420950533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Health care workers engaged in work that they find personally meaningful are less likely to experience professional burnout. However, health care often involves tedious and burdensome tasks. While physicians are often asked to complete tasks that are less satisfying, creating space to focus on the meaningful parts of patient care is helpful to changing the focus of the mind. We report on the integration of Meaning in Medicine groups in a faculty development program at family medicine residency programs. These groups were created to increase faculty satisfaction, team cohesion, and engagement. Each session starts with an item for reflection - a video, article, or story - and is designed to provide a safe space for discussion of the joys in medicine. Group sizes of 8 to 15, dedicated time, and establishment of ground rules have been essential for success of these meetings.
Collapse
Affiliation(s)
| | - Miranda M Huffman
- Department of Family and Community Medicine, Meharry Medical College, Nashville, TN, USA
| |
Collapse
|
49
|
Proctor D, Leeder D, Mattick K. The case for faculty development: A realist evaluation. MEDICAL EDUCATION 2020; 54:832-842. [PMID: 32350905 DOI: 10.1111/medu.14204] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2019] [Revised: 04/15/2020] [Accepted: 04/22/2020] [Indexed: 06/11/2023]
Abstract
CONTEXT It seems logical to suggest that investing in educators will lead to improved educational outcomes. However, in the case of faculty development, it is unclear how these benefits arise and decisions about investment typically have little basis in evidence. The aim of this realist evaluation was to understand the mechanisms by which investment in faculty development may lead to improved educational outcomes for staff and students. METHODS This realist evaluation involved three phases: the development of an initial programme theory based on existing peer-reviewed literature (Phase 1), which was used within 32 realist interviews with key stakeholders at 17 UK medical schools (Phase 2), to underpin the creation of a series of recommendations for faculty development programme designers (Phase 3). RESULTS The findings highlighted the complex and heterogeneous nature of faculty development programmes. Programme developers must consider a range of contexts (accreditation, meeting educational needs, learning culture, accessibility and interactivity) that can impact faculty members in variable ways (engagement, sense of value and belonging, motivation, reassurance and building relationships), potentially resulting in a range of staff outcomes (improved competence, satisfaction, confidence, faculty member collaboration and curriculum changes) that may ultimately benefit students. The improved understanding resulting from Phases 1 and 2, and the recommendations from Phase 3, will enable the design and tailoring of new and existing faculty development initiatives. CONCLUSIONS This study deepens our understanding of the role of context in faculty development through the realist methodology employed and extends pre-existing knowledge to provide insights into evidence-based interventional strategies that may be effective. In particular, faculty development leads need to develop a clear implementation strategy, improve transparency of cashflow, establish effective formal or informal communication systems and evaluate the efficacy of their faculty development initiatives.
Collapse
Affiliation(s)
- Dominic Proctor
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Exeter, UK
| | - David Leeder
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Exeter, UK
| | - Karen Mattick
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Exeter, UK
| |
Collapse
|
50
|
Fourtassi M, Abda N, Bentata Y, Hajjioui A. Medical education in Morocco: Current situation and future challenges. MEDICAL TEACHER 2020; 42:973-979. [PMID: 32608301 DOI: 10.1080/0142159x.2020.1779921] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Morocco is a North African lower middle income country; home to the oldest University in the world, where the first identifiable medical degree was issued. Medical Education in Morocco is provided through 10 Medical Schools offering each year around 3200 new places in the first year of medical studies. It is facing many challenges in both its undergraduate and postgraduate programs that need to be addressed urgently through the currently debated national reform of medical studies.
Collapse
Affiliation(s)
- Maryam Fourtassi
- Laboratory of Epidemiology, Clinical Research and Public Health, University Mohammed Premier, Oujda, Morocco
| | - Naima Abda
- Laboratory of Epidemiology, Clinical Research and Public Health, University Mohammed Premier, Oujda, Morocco
| | - Yassamine Bentata
- Laboratory of Epidemiology, Clinical Research and Public Health, University Mohammed Premier, Oujda, Morocco
| | - Abderrazak Hajjioui
- Laboratory of Clinical Neurosciences, University Mohammed Ben Abdallah, Fes, Morocco
| |
Collapse
|