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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.
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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.
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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.
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Yilmaz Y, Wu K, Pardis P, Kamhawy R, Mondoux S, Chan TM. What Faculty Want: Academic and Community Emergency Physicians’ Perceptions of Learner Feedback. Cureus 2022; 14:e23546. [PMID: 35495016 PMCID: PMC9042394 DOI: 10.7759/cureus.23546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/26/2022] [Indexed: 12/03/2022] Open
Abstract
Introduction Faculty development is often deployed by central medical schools, with little guidance from end-users. How and what faculty members can use to improve their performance requires a deeper understanding from this user group. This study aims to explore how faculty perceive learners’ feedback about their performance as educators. Methods This study is an explanatory mixed-method research, wherein community- and academic-based emergency medicine faculty members from nine regional hospitals were surveyed about their perceptions of various outcome measures for faculty development. Selected participants were invited to follow-up interviews. We analyzed the physicians’ perceptions toward teaching and performance feedback data based on faculty’s gender, role as academic or community physician, and work experience. Results The quantitative phase has 104 participants, and 15 of these were followed up with interviews. The gender of faculty does not have statistical or practical differences regarding their perceptions of learner feedback. Type of practice contains meaningful insights about the perception of learner feedback although it does not have a statistical difference. Moreover, an inverse trend exists between the physicians’ years of experience and their perceived value of learner feedback. Kruskal-Wallis test showed a significant difference in the faculty’s experience level and their perceived value for the metric “quantity of feedback commentary compared to their peer group” (H(4) = 12.21, p = 0.02), specifically between junior and senior faculty (p = 0.007). Some faculty stated that experienced faculty may perceive they have a very well-established style. Conclusions Diversifying feedback sources and delivery may be useful for different groups of faculty members. Junior physicians are more interested in gaining feedback about the quantity of their written feedback to students compared to more senior physicians. Learner feedback holds promise to trigger continuous improvement in community sites for those who fall behind compared to the academic sites.
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Dennis CA, Davies N. Twelve tips for promoting consistent, good quality medical education across diverse clinical settings through faculty development approaches. MEDICAL TEACHER 2021; 43:1255-1260. [PMID: 33253603 DOI: 10.1080/0142159x.2020.1851021] [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: 06/12/2023]
Abstract
When students attend clinical attachments in diverse locations, a key challenge is in ensuring consistently good teaching over all areas. To meet this challenge, a faculty development intervention called TiMEtoTeach was created with the aim of reaching all involved in teaching medical students. The programme takes a holistic view of workplace (professional clinical attachments) learning with the recognition of all who are part of the student learning journey, including staff in clinical environments, charitable organisations, fellow students and the patients and carers. Empowering and upskilling this diverse group, we create a Universal Faculty. We engage this group with a comprehensive and accessible faculty development programme, enabling a consistent, authentic, and realistic learning experience for students. This supports graduate preparedness for their roles as junior doctors. The twelve tips described in this article relate to simple, achievable processes that faculty developers within medical education can apply to help improve consistency and quality in clinical workplace experience for students, recognising the challenges of engaging the large and diverse group of people who support education within the clinical arena.
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Affiliation(s)
| | - Nancy Davies
- Leeds Institute of Medical Education, University of Leeds, Leeds, UK
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O'Sullivan PS, Irby DM. Educator Identity Formation: A Faculty Development Workshop. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2021; 17:11070. [PMID: 33473380 PMCID: PMC7809926 DOI: 10.15766/mep_2374-8265.11070] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Accepted: 09/26/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Health professions faculty members often struggle deciding on career paths balancing their identities as clinicians, educators, and scholars. Identity formation research has identified three major influences: context, roles, and agency. Identity influences career decisions and, in turn, affects engagement in medical education and faculty development. We designed a single-session workshop to foster educator identity formation. METHODS The workshop varied from 1 to 3 hours. It explored how identity develops and considered how self, role, and context could be shaped to grow and sustain identity. Participants used a handout called Identity Quakes to indicate satisfaction with their support, engagement, and empowerment. The workshop employed direct instruction to provide language and tools to scaffold conversation and self-reflection leading to future plans aligning participants' professional identities and roles with resources to support further development. RESULTS From 2016 to 2020, we offered the workshop to faculty members from diverse professions, including medicine, nursing, dentistry, physical therapy, and others, on 11 occasions (locally, nationally, and internationally) with audiences of 15-200 participants. At offerings that collected evaluations, the workshop received high ratings of 4.61-4.90 (very good-excellent) on a 5-point scale. DISCUSSION This single-session workshop is a valuable opportunity to reflect on identity, which faculty members rarely get to do formally. The Identity Quakes handout prompts participants to challenge their assumptions about their professional identities and roles, employ their agency/choice, and consider future career choices.
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Affiliation(s)
- Patricia S. O'Sullivan
- Professor, Departments of Medicine and Surgery, University of California, San Francisco, School of Medicine; Director, Research and Development, Center for Faculty Educators, University of California, San Francisco, School of Medicine
| | - David M. Irby
- Professor Emeritus, Department of Medicine, University of California, San Francisco, School of Medicine; Research Scientist, Center for Faculty Educators, University of California, San Francisco, School of Medicine
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Buckley H, Nimmon L. Learning in Faculty Development: The Role of Social Networks. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:S20-S27. [PMID: 32769458 DOI: 10.1097/acm.0000000000003627] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE Faculty development is increasingly acknowledged as an important aspect of health professions education. Its conceptualization has evolved from an individual skills training activity to contemporary notions that draw on an organizational model. This organizational model recognizes relationships and networks as important mediators of knowledge mobilization. Although such conceptual advancements are critical, we lack empirical evidence and robust insights into how social networks function to shape learning in faculty development. The purpose of this study was to understand how informal professional social networks influence faculty development learning in the health professions. METHOD This study used a qualitative social network approach to explore how teaching faculty's relationships influenced their learning about teaching. The study was conducted in 2018 in an undergraduate course at a Canadian medical school. Eleven faculty participants were recruited, and 3 methods of data collection were employed: semistructured interviews, participant-drawn sociograms, and demographic questionnaires. RESULTS The social networks of faculty participants influenced their learning about teaching in the following 4 dimensions: enabling and mobilizing knowledge acquisition, shaping identity formation, expressing vulnerability, and scaffolding learning. CONCLUSIONS Faculty developers should consider faculty's degree of social embeddedness in their professional social networks, as our study suggests this may influence their learning about teaching. The findings align with recent calls to conceptually reorient faculty development in the health professions as a dynamic social enterprise.
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Affiliation(s)
- Heather Buckley
- H. Buckley is clinical assistant professor, Department of Family Practice, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - Laura Nimmon
- L. Nimmon is scientist, Center for Health Education Scholarship, and associate professor, Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
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Kumar K, Schoo A. Health Professions Educators' System-Oriented Roles as Educational Advocate, Quality Improver, and Broker. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2020; 40:176-181. [PMID: 32898119 DOI: 10.1097/ceh.0000000000000309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Health professionals have many facets to their educational role. Although the teaching and student support dimensions of health professionals' educational role are highly visible in the literature, other nontraditional elements are not. This study presents a broader conceptualization of health professionals' educational role, with a focus on the strategic dimensions of their role. METHODS Participants were health professionals from different clinical backgrounds and teaching settings, with a formal role in education. Data were collected using a survey (n = 41) and interviews (n = 9), and this article focuses on reporting the qualitative findings of this study. Thematic analysis was used for data interpretation. RESULTS Health professionals have three strategic dimensions to their educational role. The first strategic dimension is educational advocacy, which is aimed at championing education at different levels and parts of the educational system and building educational capacity. The second strategic dimension is educational quality improvement which is focused on shifting narratives around education and educational change in health service settings and leveraging educational evidence. The final strategic dimension is educational brokerage which is oriented at connecting clinical and educational communities and building trust and consensus. DISCUSSION Beyond the microlevel of learning and teaching, health professionals engage in strategic work that is focused on the broader educational mission within health. Continuing professional development initiatives can empower health professionals to optimize these strategic and system-focused educational roles and responsibilities.
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Affiliation(s)
- Koshila Kumar
- Dr. Kumar: Senior Lecturer and Course Coordinator of the Postgraduate Programs in Clinical Education, Prideaux Centre for Research in Health Professions Education, College of Medicine and Public Health, Flinders University, Adelaide, Australia, and a Fellow of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE). Dr. Schoo: Academic Status Holder, Prideaux Centre for Research in Health Professions Education, College of Medicine and Public Health, Flinders University, Adelaide, Australia, and a Fellow of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE)
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Steinert Y, O'Sullivan PS, Irby DM. Strengthening Teachers' Professional Identities Through Faculty Development. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:963-968. [PMID: 30844931 DOI: 10.1097/acm.0000000000002695] [Citation(s) in RCA: 74] [Impact Index Per Article: 14.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
Although medical schools espouse a commitment to the educational mission, faculty members often struggle to develop and maintain their identities as teachers. Teacher identity is important because it can exert a powerful influence on career choice, academic roles and responsibilities, and professional development opportunities. However, most faculty development initiatives focus on knowledge and skill acquisition rather than the awakening or strengthening of professional identity. The goal of this Perspective is to highlight the importance of faculty members' professional identities as teachers, explore how faculty development programs and activities can support teachers' identities, and describe specific strategies that can be used in professional development. These strategies include the embedding of identity and identity formation into existing offerings by asking questions related to identity, incorporating identity in longitudinal programs, building opportunities for community building and networking, promoting reflection, and capitalizing on mentorship. Stand-alone faculty development activities focusing on teachers' identities can also be helpful, as can a variety of approaches that advocate for organizational change and institutional support. To achieve excellence in teaching and learning, faculty members need to embrace their identities as teachers and be supported in doing so by their institutions and by faculty development.
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Affiliation(s)
- Yvonne Steinert
- Y. Steinert is professor of family medicine, director, Centre for Medical Education, and Richard and Sylvia Cruess Chair in Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada. P.S. O'Sullivan is professor of medicine and surgery and director of research and development, Center for Faculty Educators, University of California, San Francisco School of Medicine, San Francisco, California. D.M. Irby is professor emeritus of medicine and senior research scientist, Center for Faculty Educators, University of California, San Francisco School of Medicine, San Francisco, California
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Udemans R, Stokes ML, Rigby L, Khanna P, Christiansen J. Educational renewal of physician training in Australia and New Zealand: Multiple educational innovations in a complex environment. MEDICAL TEACHER 2018; 40:627-632. [PMID: 29560761 DOI: 10.1080/0142159x.2018.1444270] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
AIM The Royal Australasian College of Physicians is renewing its specialty training programs and shifting towards competency-based medical education. Our aim is to improve the quality and rigor of training and graduate outcomes, and promote high standards of physician practice to serve the health of patients, families, and communities in a changing healthcare environment. METHODS We are progressing holistic change and multiple educational innovations in a complex environment. Numerous stakeholders, a disparate training landscape and a largely volunteer supervisor workforce pose challenges in supporting effective implementation. This paper describes our progress and experience with three key components of our education renewal program: curricular renewal, a new selection process and faculty development. It offers reflections on the practical challenges, lessons learned and factors critical for success. CONCLUSIONS Our experience highlights opportunities for training organizations to maximize their influence over workplace training experiences and outcomes by taking a systems approach to the design, delivery and evaluation of the components of education renewal. We found that design, development and delivery of our multiple educational innovations have benefited from co-design approaches, progressive and concurrent development, continual exploration of new strategies, and implementation as soon as viable with a commitment to iterative improvements over time.
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Affiliation(s)
- Rebecca Udemans
- a Royal Australasian College of Physicians , Sydney , Australia
| | | | - Louise Rigby
- a Royal Australasian College of Physicians , Sydney , Australia
| | | | - Jonathan Christiansen
- c Royal Australasian College of Physicians , Sydney , Australia
- d Waitemata District Health Board , Auckland , New Zealand
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Walsh A, Koppula S, Antao V, Bethune C, Cameron S, Cavett T, Clavet D, Dove M. Preparing teachers for competency-based medical education: Fundamental teaching activities. MEDICAL TEACHER 2018; 40:80-85. [PMID: 29113520 DOI: 10.1080/0142159x.2017.1394998] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
INTRODUCTION The move to competency-based medical education has created new challenges for medical teachers, including the need to reflect on and further develop their own competencies as teachers. Guidance is needed to ensure comprehensive and coherent programs of faculty development to meet the needs of teachers. METHODS The Working Group on Faculty Development of the College of Family Physicians of Canada developed a new concept, Fundamental Teaching Activities (FTAs), to describe the day-to-day work of teachers. These activities are intended to guide teacher professional development. Using task analysis and iterative reviews with teachers and educational leaders, these FTAs were organized into a framework for teachers to identify the actions involved in various teaching tasks, and to reflect on their teaching performance and next steps in personal development. RESULTS In addition to use by teachers for personal development, the framework is being employed to guide the development of comprehensive faculty development offerings and curriculum, and to organize the beginnings of a national repository of teaching tools. CONCLUSIONS Designed to support and aid teachers and those charged with faculty development, the Fundamental Teaching Activities Framework holds promise for all teachers in health sciences education.
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Affiliation(s)
- Allyn Walsh
- a Department of Family Medicine , McMaster University , Hamilton , Canada
| | - Sudha Koppula
- b Department of Family Medicine , University of Alberta Canada , Edmonton , Canada
| | - Viola Antao
- c Department of Family and Community Medicine , University of Toronto , Toronto , Canada
| | - Cheri Bethune
- d Family Medicine , Memorial University , St. John's , Canada
| | - Stewart Cameron
- e Department of Family Medicine , Dalhousie University , Halifax , Canada
| | - Teresa Cavett
- f Department of Family Medicine , University of Manitoba , Winnipeg , Canada
| | - Diane Clavet
- g Vice-doyenne au développement pédagogique et professionnel , Université de Sherbrooke , Sherbrooke , Canada
| | - Marion Dove
- h Department of Family Medicine , McGill University , Montreal , Canada
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Greenberg L. The Professional Educational Identity Across the Continuum of Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:1221. [PMID: 28857918 DOI: 10.1097/acm.0000000000001840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Affiliation(s)
- Larrie Greenberg
- Senior consultant, medical education, George Washington University School of Medicine and Health Sciences, Washington, DC;
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