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Philibert I. The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics. J Grad Med Educ 2019; 11:47-63. [PMID: 31428259 PMCID: PMC6697281 DOI: 10.4300/jgme-d-19-00174] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/07/2019] [Revised: 05/01/2019] [Accepted: 05/23/2019] [Indexed: 01/10/2023] Open
Abstract
BACKGROUND With increasing physician mobility, there is interest in how medical schools and postgraduate medical education institutions across the world develop and maintain the competence of medical teachers. Published reviews of faculty development (FD) have predominantly included studies from the United States and Canada. OBJECTIVE We synthesized the international FD literature (beyond the US and Canada), focusing on FD type, intended audience, study format, effectiveness, differences among countries, and potential unique features. METHODS We identified English-language publications that addressed FD for medical faculty for teaching and related activities, excluding US and Canadian publications. RESULTS A search of 4 databases identified 149 publications, including 83 intervention studies. There was significant growth in international FD publications for the most recent decade, and a sizable number of studies were from developing economies and/or resulted from international collaborations. Focal areas echo those in earlier published reviews, suggesting the international FD literature addresses similar faculty needs and organizational concerns. CONCLUSIONS The growth in publications in recent years and a higher proportion of reporting on participant reactions, coupled with less frequent reporting of results, transfer to practice, and impact on learners and the organization, suggest this is an evolving field. To enhance international FD, educators and researchers should focus on addressing common needs expressed by faculty, including curriculum design and evaluation, small group teaching, assessing professionalism and providing feedback. Future research should focus on approaches for developing comprehensive institutional FD programs that include communities of learning and practice and evaluating their impact.
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Perram A, Hills C, Johnston C, MacDonald-Wicks L, Surjan Y, James D, Warren-Forward H. Characteristics of an ideal practice educator: Perspectives from undergraduate students in diagnostic radiography, nuclear medicine, nutrition and dietetics, occupational therapy, physiotherapy and radiation therapy. Radiography (Lond) 2016. [DOI: 10.1016/j.radi.2016.04.007] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, Prideaux D, Spencer J, Tullo E, Viggiano T, Ward H, Dolmans D. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. MEDICAL TEACHER 2016; 38:769-86. [PMID: 27420193 DOI: 10.1080/0142159x.2016.1181851] [Citation(s) in RCA: 291] [Impact Index Per Article: 36.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
BACKGROUND This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building. METHODS This review included 111 studies (between 2002 and 2012) that met the review criteria. FINDINGS Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices. Gains in knowledge and skills, and self-reported changes in teaching behaviors, were frequently noted. Observed behavior changes included enhanced teaching practices, new educational initiatives, new leadership positions, and increased academic output. Organizational changes were infrequently explored. Key features included evidence-informed educational design, relevant content, experiential learning, feedback and reflection, educational projects, intentional community building, longitudinal program design, and institutional support. CONCLUSION This review holds implications for practice and research. Moving forward, we should build on current success, broaden the focus beyond individual teaching effectiveness, develop programs that extend over time, promote workplace learning, foster community development, and secure institutional support. We should also embed studies in a theoretical framework, conduct more qualitative and mixed methods studies, assess behavioral and organizational change, evaluate transfer to practice, analyse key features, and explore the role of faculty development within the larger organizational context.
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Affiliation(s)
- Yvonne Steinert
- a Centre for Medical Education, Faculty of Medicine , McGill University , Montreal , Canada
| | - Karen Mann
- b Division of Medical Education, Faculty of Medicine , Dalhousie University , Halifax , Canada
| | - Brownell Anderson
- c International Programs , National Board of Medical Examiners , Philadelphia, PA , USA
| | - Bonnie Maureen Barnett
- d Department of Integrated Studies in Education, Faculty of Education , McGill University , Montreal , Canada
| | - Angel Centeno
- e Faculty of Biomedical Sciences , Austral University , Buenos Aires , Argentina
| | - Laura Naismith
- f HoPingKong Centre for Excellence in Education and Practice and The Wilson Centre , University Health Network , Toronto , Canada
| | - David Prideaux
- g Prideaux Centre for Research in Health Professions Education , School of Medicine, Flinders University , Adelaide , Australia
| | - John Spencer
- h School of Medical Education, Faculty of Medical Sciences , Newcastle University , Newcastle upon Tyne , UK
| | - Ellen Tullo
- i Newcastle NIHR Biomedical Research Centre in Ageing and Chronic Disease and Institute of Health and Society , Newcastle University , Newcastle upon Tyne , UK
| | | | - Helena Ward
- k Medicine Learning and Teaching Unit, School of Medicine , The University of Adelaide , Adelaide , Australia
| | - Diana Dolmans
- l School of Health Professions Education (SHE) , Maastricht University , Maastricht , The Netherlands
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Holdsworth C, Skinner EH, Delany CM. Using simulation pedagogy to teach clinical education skills: A randomized trial. Physiother Theory Pract 2016; 32:284-95. [DOI: 10.3109/09593985.2016.1139645] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Affiliation(s)
- Clare Holdsworth
- Department of Physiotherapy, Western Health, Footscray, Victoria, Australia
| | - Elizabeth H. Skinner
- Department of Physiotherapy, Western Health, Footscray, Victoria, Australia
- Department of Physiotherapy, School of Health Sciences, The University of Melbourne, Parkville, Victoria, Australia
- Department of Physiotherapy, School of Primary Health Care, Faculty of Medicine, Nursing and Health Science, Monash University, Frankston, Victoria, Australia
| | - Clare M. Delany
- Department of Physiotherapy, School of Health Sciences, The University of Melbourne, Parkville, Victoria, Australia
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Delany C, Golding C. Teaching clinical reasoning by making thinking visible: an action research project with allied health clinical educators. BMC MEDICAL EDUCATION 2014; 14:20. [PMID: 24479414 PMCID: PMC3912345 DOI: 10.1186/1472-6920-14-20] [Citation(s) in RCA: 42] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2013] [Accepted: 01/27/2014] [Indexed: 05/29/2023]
Abstract
BACKGROUND Clinical reasoning is fundamental to all forms of professional health practice, however it is also difficult to teach and learn because it is complex, tacit, and effectively invisible for students. In this paper we present an approach for teaching clinical reasoning based on making expert thinking visible and accessible to students. METHODS Twenty-one experienced allied health clinical educators from three tertiary Australian hospitals attended up to seven action research discussion sessions, where they developed a tentative heuristic of their own clinical reasoning, trialled it with students, evaluated if it helped their students to reason clinically, and then refined it so the heuristic was targeted to developing each student's reasoning skills. Data included participants' written descriptions of the thinking routines they developed and trialed with their students and the transcribed action research discussion sessions. Content analysis was used to summarise this data and categorise themes about teaching and learning clinical reasoning. RESULTS Two overriding themes emerged from participants' reports about using the 'making thinking visible approach'. The first was a specific focus by participating educators on students' understanding of the reasoning process and the second was heightened awareness of personal teaching styles and approaches to teaching clinical reasoning. CONCLUSIONS We suggest that the making thinking visible approach has potential to assist educators to become more reflective about their clinical reasoning teaching and acts as a scaffold to assist them to articulate their own expert reasoning and for students to access and use.
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Affiliation(s)
- Clare Delany
- School of Health Sciences, The University of Melbourne, Melbourne, Australia
- Children’s Bioethics Centre, at the Royal Children’s Hospital, Melbourne, Australia
| | - Clinton Golding
- Higher Education Development Centre, University of Otago, North Dunedin, New Zealand
- Honorary Senior Fellow of the Centre for Higher Education, University of Melbourne, Melbourne, Australia
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Douglas AE, Holley A, Udy A, Lipman J, Gomersall CD, Joynt GM, Freebairn RC, Boots RJ. Can learning to sustain life be BASIC? Teaching for the initial management of the critically ill in Australia and New Zealand. Anaesth Intensive Care 2011; 38:1043-51. [PMID: 21226436 DOI: 10.1177/0310057x1003800614] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Commonly in Australia and New Zealand, initial intensive care support of critically ill patients is by non-intensive care trained medical and nursing staff Basic Assessment and Support in Intensive Care (BASIC) is an internationally run short course to assist practitioners to gain knowledge and skills to manage the early hours of critical illness. The aim of this study was to assess the performance and acceptance of the BASIC course as conducted in an Australian metropolitan teaching hospital and a major regional centre in New Zealand. Performance on pre- and post-course multiple choice examinations and the overall course assessment by all participants attending between 2005 and 2009 was analysed. Of 796 participants, 338 (42%) were in Australia and 458 (58%) in New Zealand. Compared to New Zealand, Australian non-intensive care consultants and junior medical staff attended more commonly at 9% vs 4% and 62% vs 42% respectively, while nurses more frequently attended in New Zealand (47% compared to 12%, P < 0.001). The pre-course open book examination result averaged 79% (95% confidence interval 78 to 80) and the post-course closed book examination was 64% (95% confidence interval 63 to 65). The post-course examination score was predicted by pre-course examination score (beta = 0.22, 95% confidence interval 0.17 to 0.27), nursing occupation, (beta = -3.96, 95% confidence interval -5.03 to -2.90) and the availability of a scenario-based simulation module (beta = 0.22, 95% confidence interval 0.17 to 0.27, R2 = 0.38, P < 0.001). Participants generally found they had learned a great deal from the program and that the course material was of an appropriate level. The BASIC course was found to be a positive learning experience for health care practitioners inexperienced in the management of the critically ill.
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Affiliation(s)
- A E Douglas
- Department of Intensive Care Medicine, Royal Brisbane and Women's Hospital, Herston, Brisbane, Queensland, Australia
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Notzer N, Abramovitz R. Faculty-development activity to promote effective communication between instructors and students. CLINICAL TEACHER 2010; 7:121-5. [PMID: 21134161 DOI: 10.1111/j.1743-498x.2010.00340.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
BACKGROUND Educators claim that conflicts and teacher-student miscommunications interfere in achieving optimal learning outcomes. CONTEXT Conflicts arise when clinical instructors communicate in a patronising fashion, expressing values that are not those of their medical students. This paper presents our approach of coping with such conflicts. It is based on the notion that language is comprised of developmental levels. The objective is to switch the instructor's lower level of language from an uncontrolled reaction to a high level of efficient communication. INNOVATION During our faculty-development workshops, we piloted sessions consisting of vignettes depicting instructor-student conflicts. The workshop participants were asked to react and discuss questions on their feelings in similar conflicts, and their immediate speech reaction to students. The workshop's facilitator pointed out that there was no one right solution. She singled out the reaction that takes into account the student's personality, avoiding imposing solutions. The feedback on these sessions was very favourable, indicating a high level of satisfaction. IMPLICATIONS The positive feedback is very encouraging. We believe that our workshops amplify the desired effective instructor-student communication, and suggest that the success of this intervention is partly achieved by selecting problematic issues of communication, and adjusting them to the current needs of our faculty members. In order to reproduce our approach, we suggest that other institutions should define their own values and communication code. We recommend them to use the same technique of intervention among a small group in an empowering atmosphere of discussion, using their own situations.
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Affiliation(s)
- Netta Notzer
- Sackler Faculty of Medicine, Tel Aviv University, Israel.
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Rufer M, Schnyder U, Schirlo C, Wengle H, Gerke W. [Postgraduate training for specialists in psychiatry and psychotherapy. Problem-based learning - evaluation of a pilot project]. DER NERVENARZT 2010; 82:636-44. [PMID: 20407738 DOI: 10.1007/s00115-010-2981-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Problem-based learning (PBL) emphasizes the student's individual needs, their ability to solve complex clinical problems, and a professional attitude that facilitates communication among colleagues. Thus, PBL appears to provide a perfectly suitable didactic format for postgraduate training of medical specialties. To date, it is only rarely used in this area though. In a pilot project, we implemented PBL into the curriculum of postgraduate training in psychiatry and psychotherapy, and evaluated the program over a period of 12 months, using structured questionnaires. A total of 41 PBL courses were held, with 447 residents participating. Participants as well as tutors assessed 19 of 21 aspects as good or very good (5-point Likert scale, mean value >4). Overall, PBL was rated as highly suitable for advanced training (participants: 4.5±0.8; tutors: 5.0±0.2). The results of this pilot project suggest that PBL might be a useful element of multifaceted advanced training programs, strengthening their practical component and the applicability of knowledge in the daily clinical routine.
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Affiliation(s)
- M Rufer
- Psychiatrische Poliklinik, Universitätsspital Zürich, Culmannstrasse 8, 8091, Zürich, Schweiz.
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Scarvell JM, Stone J. An Interprofessional Collaborative Practice model for preparation of clinical educators. J Interprof Care 2010; 24:386-400. [DOI: 10.3109/09687630903417129] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Wakasugi M, Nilsson H, Hornwall J, Vikström T, Rüter A. Can performance indicators be used for pedagogic purposes in disaster medicine training? Scand J Trauma Resusc Emerg Med 2009; 17:15. [PMID: 19292895 PMCID: PMC2663536 DOI: 10.1186/1757-7241-17-15] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2008] [Accepted: 03/17/2009] [Indexed: 11/15/2022] Open
Abstract
Background Although disaster simulation trainings were widely used to test hospital disaster plans and train medical staff, the teaching performance of the instructors in disaster medicine training has never been evaluated. The aim of this study was to determine whether the performance indicators for measuring educational skill in disaster medicine training could indicate issues that needed improvement. Methods The educational skills of 15 groups attending disaster medicine instructor courses were evaluated using 13 measurable performance indicators. The results of each indicator were scored at 0, 1 or 2 according to the teaching performance. Results The total summed scores ranged from 17 to 26 with a mean of 22.67. Three indicators: 'Design', 'Goal' and 'Target group' received the maximum scores. Indicators concerning running exercises had significantly lower scores as compared to others. Conclusion Performance indicators could point out the weakness area of instructors' educational skills. Performance indicators can be used effectively for pedagogic purposes.
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Affiliation(s)
- Masahiro Wakasugi
- Centre for Teaching and Research in Disaster Medicine and Traumatology, Faculty of Health Sciences, Department of Clinical and Experimental Medicine, University Hospital,Linköping, Sweden.
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