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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.
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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.
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Alexandraki I, Baker R, Kern A, Beck Dallaghan GL, Seegmiller J. Faculty Development for Community Preceptors: a Narrative Review of the Literature. J Gen Intern Med 2023; 38:1501-1515. [PMID: 36701025 PMCID: PMC9879558 DOI: 10.1007/s11606-023-08026-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 12/30/2022] [Indexed: 01/27/2023]
Abstract
Community teaching physicians (i.e., community preceptors) have assumed an important role in medical education. More than half of medical schools use community settings to train medical students. Whether community preceptors are well prepared for their teaching responsibilities is unknown. In addition, best practice for faculty development (FD) of this population of preceptors has not been defined. The authors conducted a narrative review of the literature to describe FD programs for community preceptors that may be helpful to medical schools for future planning. Many databases were searched from their establishment to May 2022. Studies that described FD programs for community preceptors were included. Data were organized according to program aim, duration, setting, participants, content, and outcomes. The Communities of Practice theoretical framework was used to present findings. From a total of 6308 articles, 326 were eligible for full review, 21 met inclusion criteria. Sixty-seven percent (14/21) conducted a needs assessment; 57% (12/21) were developed by the medical school; 81% (17/21) included only community preceptors. Number of participants ranged from six to 1728. Workshops were often (24%, 5/21) used and supplemented by role-play, online modules, or instructional videos. Few programs offered opportunities to practice with standardized learners. Content focused primarily on teaching skills. Five programs offered CME credits as an incentive for engagement. Participant surveys were most often used for program evaluation. Learner evaluations and focus groups were used less often. Participants reported satisfaction and improvement in teaching skills after attending the program. Faculty development for community preceptors is primarily delivered through workshops and online materials, although direct observations of teaching with feedback from FD faculty and learners may be more helpful for training. Future studies need to focus on the long-term impact of FD on community preceptors' teaching skills, identity formation as medical educators, and student learning.
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Affiliation(s)
- Irene Alexandraki
- University of Arizona College of Medicine-Phoenix, Phoenix, AZ, USA.
| | - Russell Baker
- WWAMI Medical Education Program, University of Idaho, Moscow, ID, USA
| | - Anne Kern
- University of Idaho, Coeur d'Alene, ID, USA
| | - Gary L Beck Dallaghan
- Department of Medical Education, University of Texas at Tyler School of Medicine, Tyler, TX, USA
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Minor S, Baker S, Drowos J, Antoun J, Baker D, Harrison SL, Chessman AW. Technology Use to Deliver Faculty Development: A CERA Study. PRIMER : PEER-REVIEW REPORTS IN MEDICAL EDUCATION RESEARCH 2020; 3:18. [PMID: 32537589 DOI: 10.22454/primer.2019.520410] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Introduction Technology provides a platform to help address individualized training needs for community preceptors who are separated from the campus and pressured to achieve clinical productivity goals. This study explores technology use and support for delivering faculty development to community preceptors. Methods This cross-sectional study was part of the 2017 Council of Academic Family Medicine's (CAFM) Educational Research Alliance (CERA) annual survey of family medicine clerkship directors in the United States and Canada. Results The majority of respondents (n=62, 68.9%) agreed or strongly agreed that "using technology is critical to the successful delivery of faculty development to community preceptors." Only one-third (n=31) agreed or strongly agreed that their institution offers them adequate support to create and deliver technology-mediated faculty development or offers adequate support to community preceptors for accessing and using technology. Conclusions Clerkship directors need institutional support to provide effective faculty development to preceptors via technology. The opportunity exists for institutions, national organizations, and professions to collaborate across disciplines and health professions on technology-based faculty development to support a level of quality and engagement for faculty development that is consistent with the levels we bring to student education.
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Affiliation(s)
- Suzanne Minor
- Florida International University Herbert Wertheim College of Medicine, Office of Medical Education, Miami, FL
| | - Suzanne Baker
- Florida State University College of Medicine, Tallahassee, FL
| | - Joanna Drowos
- Florida Atlantic University Charles E. Schmidt College of Medicine, Boca Raton, FL
| | - Jumana Antoun
- Department of Family Medicine, American University of Beirut, Beirut, Lebanon
| | - Dennis Baker
- Alabama College of Osteopathic Medicine, Dothan, AL
| | | | - Alexander W Chessman
- Department of Family Medicine, Medical University of South Carolina, Charleston, SC
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Bernstein J, Mazotti L, Ziv TA, Drowos J, Whitlock S, Wood SK, Galvin SL, Latessa R. Texting Brief Podcasts to Deliver Faculty Development to Community-Based Preceptors in Longitudinal Integrated Clerkships. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2018; 14:10755. [PMID: 30800955 PMCID: PMC6342434 DOI: 10.15766/mep_2374-8265.10755] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
INTRODUCTION Longitudinal integrated clerkships (LICs) are an increasingly popular clerkship model that relies heavily on community-based preceptors. The availability of an engaged and prepared community-based faculty is crucial to the success of these programs. Teachers in these programs are often geographically separate from medical school campuses, are engaged in busy practices, and have limited time to devote to faculty development activities. METHODS We created a series of five brief faculty development podcasts directed towards community-based teachers in LICs from three US medical schools. Topics included encouraging continuity, bedside teaching, encouraging student ownership of patients, communicating and managing patient results between clinic days, and choosing the right patients for continuity. The podcasts were sent via a grouped text message just prior to preceptors' morning commute time. Pre- and postsurveys assessed the acceptability and effectiveness of the podcasts. RESULTS Among the 33 postintervention survey responders, 27 (81.8%) listened to at least three podcasts, 21 (63.6%) found them moderately or very helpful, 23 (69.7%) perceived that the podcasts altered their teaching style, 23 (69.7%) would likely or highly likely listen to further podcasts, and 18 (54.5%) would likely or highly likely recommend the podcasts to colleagues. DISCUSSION In a cohort of multispecialty faculty teaching in LICs, educational podcasts were well received and perceived by preceptors to impact their teaching style. Texting these podcasts to other community-based preceptors may offer an effective strategy for providing faculty development to busy clinicians.
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Affiliation(s)
- Joshua Bernstein
- Clinical Assistant Professor, Internal Medicine, UNC Health Sciences at MAHEC
- Internal Medicine Course Director, Education and Development, University of North Carolina School of Medicine, Asheville campus
- Corresponding author:
| | - Lindsay Mazotti
- Associate Professor, Clinical Medicine, Kaiser Permanente East Bay—University of California, San Francisco, School of Medicine
- Assistant Physician in Chief, Education and Development, Kaiser Permanente East Bay—University of California, San Francisco, School of Medicine
| | - Tal Ann Ziv
- Associate Professor, Clinical Medicine, Kaiser Permanente East Bay—University of California, San Francisco, School of Medicine
- Associate Program Director, Longitudinal Integrated Clerkship, Kaiser Permanente East Bay—University of California, San Francisco, School of Medicine
| | - Joanna Drowos
- Associate Professor, Family Medicine, Charles E. Schmidt College of Medicine at Florida Atlantic University
- Associate Chair, Integrated Medical Science Department, Charles E. Schmidt College of Medicine at Florida Atlantic University
- Clerkship Director, Community and Preventive Medicine Clerkship, Charles E. Schmidt College of Medicine at Florida Atlantic University
| | - Sandra Whitlock
- Assistant Professor, Internal Medicine, UNC Health Sciences at MAHEC
- Associate Program Director, University of North Carolina School of Medicine, Asheville campus
| | - Sarah K. Wood
- Associate Professor, Pediatrics, Charles E. Schmidt College of Medicine at Florida Atlantic University
- Senior Associate Dean, Medical Education, Charles E. Schmidt College of Medicine at Florida Atlantic University
| | - Shelley L. Galvin
- Adjunct Assistant Professor, Department of Obstetrics and Gynecology, MAHEC Center for Research, University of North Carolina School of Medicine
- Director of Research, Department of Obstetrics and Gynecology, MAHEC Center for Research, University of North Carolina School of Medicine
| | - Robyn Latessa
- Professor, Family Medicine, UNC Health Sciences at MAHEC
- Director, University of North Carolina School of Medicine, Asheville campus
- Assistant Dean, University of North Carolina School of Medicine, Asheville campus
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Drowos J, Baker S, Harrison SL, Minor S, Chessman AW, Baker D. Faculty Development for Medical School Community-Based Faculty: A Council of Academic Family Medicine Educational Research Alliance Study Exploring Institutional Requirements and Challenges. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:1175-1180. [PMID: 28225461 DOI: 10.1097/acm.0000000000001626] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
PURPOSE Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors' time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed. METHOD Data from the 2015 Council of Academic Family Medicine's Educational Research Alliance survey of Family Medicine Clerkship Directors were analyzed. The cross-sectional survey of clerkship directors is distributed annually to institutional representatives of U.S. and Canadian accredited medical schools. Survey questions focused on the requirements, delivery methods, barriers, and institutional support available for providing faculty development to community-based preceptors. RESULTS Paying community-based preceptors was positively correlated with requiring faculty development in family medicine clerkships. The greatest barrier to providing faculty development was community-based preceptor time availability; however, face-to-face methods remain the most common delivery strategy. Many family medicine clerkship directors perform informal or no needs assessment in developing faculty development topics for community-based faculty. CONCLUSIONS Providing payment to community preceptors may allow schools to enhance faculty development program activities and effectiveness. Medical schools could benefit from constructing a formal curriculum for faculty development, including formal preceptor needs assessment and program evaluation. Clerkship directors may consider recruiting and retaining community-based faculty by employing innovative faculty development delivery methods.
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Affiliation(s)
- Joanna Drowos
- J. Drowos is associate professor, Integrated Medical Science Department, Florida Atlantic University Charles E. Schmidt College of Medicine, Boca Raton, Florida. S. Baker is research program director, Department of Geriatrics, Florida State University College of Medicine, Tallahassee, Florida. S.L. Harrison is professor and family medicine director, Department of Family Medicine and Rural Health, Florida State University College of Medicine, Tallahassee, Florida. S. Minor is clinical faculty development director, Office of Medical Education, Florida International University Herbert Wertheim College of Medicine, Miami, Florida. A.W. Chessman is professor, Department of Family Medicine, Medical University of South Carolina, Charleston, South Carolina. D. Baker is emeritus professor, Department of Family Medicine and Rural Health, Florida State University College of Medicine, Tallahassee, Florida
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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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Williams CK, Hui Y, Borschel D, Carnahan H. A scoping review of undergraduate ambulatory care education. MEDICAL TEACHER 2013; 35:444-53. [PMID: 23228083 DOI: 10.3109/0142159x.2012.737968] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
BACKGROUND Since a disproportionate amount of medical education still occurs in hospitals, there are concerns that medical school graduates are not fully prepared to deliver efficient and effective care in ambulatory settings to increasingly complex patients. AIMS To understand the current extent of scholarship in this area. METHOD A scoping review was conducted by searching electronic databases and grey literature sources for articles published between 2001 and 2011 that identified key challenges and models of practice for undergraduate teaching of ambulatory care. Relevant articles were charted and assigned key descriptors, which were mapped onto Canadian recommendations for the future of undergraduate medical education. RESULTS Most of the relevant articles originated in the United States, Australia, or the United Kingdom. Recommendations related to faculty development, learning contexts and addressing community needs had numerous areas of scholarly activity while scholarly activity was lacking for recommendations related to inter-professional practice, the use of technology, preventive medicine, and medical leadership. CONCLUSIONS Systems should be established to support education and research collaboration between medical schools to develop best practices and build capacity for change. This method of scoping the field can be applied using best practices and recommendations in other countries.
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Affiliation(s)
- Camille K Williams
- Graduate Department of Rehabilitation Science, University of Toronto, 200 Elizabeth Street, Toronto,Ontario, Canada.
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Chenot JF, Kochen MM, Himmel W. Student evaluation of a primary care clerkship: quality assurance and identification of potential for improvement. BMC MEDICAL EDUCATION 2009; 9:17. [PMID: 19368712 PMCID: PMC2675518 DOI: 10.1186/1472-6920-9-17] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2009] [Accepted: 04/15/2009] [Indexed: 05/24/2023]
Abstract
BACKGROUND In Germany, like many other countries, general practice clerkships have only recently become mandatory during medical education. The biggest challenges for the organisation of such clerkships are achieving a minimum level of standardisation, and developing and maintaining a system of quality assurance. The aim of this study is to assess the instructional quality in teaching practices using a benchmark system. METHODS Before commencing, students anonymously assessed the importance of core aspects of the mandatory primary care clerkship. After the clerkship, they evaluated learning opportunities and teaching performance. Based on this data, a benchmark system was developed to identify areas of strength and weakness for all practices as well as individual teaching practices. RESULTS A total of 695 students evaluated 97 general practices belonging to a teaching network. Prior to the clerkship, most students considered recognition of frequent diseases (85%) and communication skills (65%) the most important learning goals. After the clerkship, nearly 90% of students confirmed that the general practitioner (GP) was good or excellent at teaching these two goals but only two-thirds thought the GP's teaching performance good or excellent in preventive medicine and screening. In an exemplary analysis, we identified the 2 best and the 2 worst practices that consistently received scores far above or below average, respectively. CONCLUSION We were able to identify areas of weakness in teaching and identified specific GPs who did not meet the students' needs and expectations. This evaluation seems to be a useful quality assurance tool to identify the potential for improvement and faculty development.
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Affiliation(s)
- Jean-François Chenot
- Department of General Practice/Family Medicine, University of Göttingen, Humboldtallee 38, 37073 Göttingen, Germany
| | - Michael M Kochen
- Department of General Practice/Family Medicine, University of Göttingen, Humboldtallee 38, 37073 Göttingen, Germany
| | - Wolfgang Himmel
- Department of General Practice/Family Medicine, University of Göttingen, Humboldtallee 38, 37073 Göttingen, Germany
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