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Huntwork MP, Myint MT, Simon E, Desselle B, Creel AM. Perceptions of Communities of Practice and Sense of Belonging: Focus Groups of Academic Pediatric Faculty. Cureus 2024; 16:e63605. [PMID: 39087158 PMCID: PMC11290700 DOI: 10.7759/cureus.63605] [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: 06/27/2024] [Indexed: 08/02/2024] Open
Abstract
BACKGROUND Providing the opportunity for collaboration around a central purpose to improve skills and exchange knowledge, the Community of Practice model can be useful for faculty development. A sense of belonging enhances the engagement in communities. Yet, the barriers and contributors to academic medicine faculty's sense of belonging in communities are not as well explored. METHODS Through focus groups with 21 academic pediatric faculty conducted between January and March 2023, this qualitative study examined knowledge of Communities of Practice and the factors that affect sense of belonging and engagement. The authors iteratively coded transcripts to generate themes. RESULTS Community accessibility; opportunities for active engagement; working under a clear, shared purpose; and personal interactions enhanced faculty sense of belonging. Barriers to engagement included competing demands, process challenges, and uncertainty. DISCUSSION Study results suggest strategies for the promotion of faculty sense of belonging and engagement in Communities of Practice. Consideration of contributors to a sense of belonging may enhance efforts to design and improve engaging faculty development programs.
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Affiliation(s)
- Margaret P Huntwork
- Clinical Immunology, Allergy, and Rheumatology, Tulane University School of Medicine, New Orleans, USA
| | - Myo T Myint
- Child and Adolescent Psychiatry, Tulane University School of Medicine, New Orleans, USA
| | - Emma Simon
- Office of Medical Education, Children's Hospital New Orleans, New Orleans, USA
| | - Bonnie Desselle
- Pediatric Critical Care Medicine, Louisiana State University Health Sciences Center School of Medicine, New Orleans, USA
| | - Amy M Creel
- Pediatric Critical Care Medicine, Louisiana State University Health Sciences Center School of Medicine, New Orleans, USA
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Nolan HA, Roberts L. Twelve tips for implementing trigger or content warnings in healthcare professions education. MEDICAL TEACHER 2024; 46:903-910. [PMID: 38104560 DOI: 10.1080/0142159x.2023.2290995] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Accepted: 11/30/2023] [Indexed: 12/19/2023]
Abstract
Trigger warnings are statements offering prior notification of sensitive content, allowing recipients to prepare for and avoid ensuing distress. Students are increasingly reporting expectations for warnings in classrooms and learning contexts. Discussions regarding use of warnings have clear relevance to healthcare education, which regularly explores sensitive content. Their use has been positioned as a measure for inclusive education and as a means to enhance trauma awareness and empathy. Expectations for warnings need to be considered in the context of preparedness for professional practice. This Twelve Tips paper explores the evidence in relation to warnings and its applicability to social learning contexts. These tips highlight considerations and strategies for the use of warnings in the context of healthcare education, balancing issues of inclusivity, learner and educator wellbeing, and professional preparedness. These discussions are situated within the context of current classroom-based healthcare education.
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Affiliation(s)
| | - Lesley Roberts
- Warwick Medical School, University of Warwick, Coventry, UK
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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.
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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
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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.
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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
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Ghani M, Cooper-Ioelu P, Jowsey T. Measuring the added value of virtual communities of practice for developing the educator role of critical care professionals. BMJ Open Qual 2024; 13:e002556. [PMID: 38195690 PMCID: PMC10806542 DOI: 10.1136/bmjoq-2023-002556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Accepted: 12/19/2023] [Indexed: 01/11/2024] Open
Abstract
In healthcare settings, workplace learning is often supported by clinicians who strive to combine service provision and educator roles. We evaluated an international 12-month programme that supports widely distributed critical care health professional educators (HPEs) through a virtual community of practice (vCoP). Specifically, we evaluate if and how the vCoP approach affects learning experiences using an innovative evaluation framework in medical education-the value-creation framework (VCF). We used a mixed-methods approach to evaluation, including an anonymous survey and semistructured interviews. Themes from data sources were identified using the VCF as the common thread. Themes discussed by at least two-thirds of interview participants were analysed using narrative inquiry. 27 of 66 participants responded to the survey, and 15 participated in interviews. Positive and negative indicators of value creation were extracted and organised according to the framework's eight value cycles. Framework analysis made value-creation and potential flow-on effects in one value-creation cycle to another visible, offering insight into relationships. Themes from narrative inquiry elaborated on the results of the framework analysis. Using the VCF to evaluate the Incubator programme brings to bear the complexity of boundary-crossing HPE faculty development for critical care educators. The framework can be a valuable tool for evaluating a vCoP associated with faculty development programmes.
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Affiliation(s)
- Manisa Ghani
- Medicine, Dentistry and Health Sciences, University of Melbourne VCCC, Parkville, Victoria, Australia
| | - Pauline Cooper-Ioelu
- Learning and Teaching Unit, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Tanisha Jowsey
- Faculty of Health Sciences & Medicine, Bond University Faculty of Health Sciences and Medicine, Gold Coast, Queensland, Australia
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Gardner AK, Rodgers DL, Steinert Y, Davis R, Condron C, Peterson DT, Rohra A, Viggers S, Eppich WJ, Reedy G. Mapping the Terrain of Faculty Development for Simulation: A Scoping Review. Simul Healthc 2024; 19:S75-S89. [PMID: 38240621 DOI: 10.1097/sih.0000000000000758] [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: 01/23/2024]
Abstract
ABSTRACT Understanding what interventions and approaches are currently being used to improve the knowledge, skills, and effectiveness of instructors in simulation-based education is an integral step for carving out the future of simulation. The current study is a scoping review on the topic, to uncover what is known about faculty development for simulation-based education.We screened 3259 abstracts and included 35 studies in this scoping review. Our findings reveal a clear image that the landscape of faculty development in simulation is widely diverse, revealing an array of foundations, terrains, and peaks even within the same zone of focus. As the field of faculty development in simulation continues to mature, we would hope that greater continuity and cohesiveness across the literature would continue to grow as well. Recommendations provided here may help provide the pathway toward that aim.
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Affiliation(s)
- Aimee K Gardner
- From the Baylor College of Medicine (A.K.G., R.D., A.R.), Houston, TX; Indiana University School of Medicine (D.L.R.), Indianapolis, IN; McGill University, Faculty of Medicine and Health Sciences (Y.S.), Montréal, Canada; Royal College of Surgeons in Ireland (RCSI) University of Medicine and Health Sciences, RCSI SIM Center for Simulation Education and Research (C.C., W.J.E.), Dublin, Ireland; The University of Alabama at Birmingham (D.T.P.), Birmingham, AL; Copenhagen Academy for Medical Education and Simulation (S.V.), Copenhagen, Denmark; and King's College London (G.R.), London, United Kingdom
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Ray S, Mudokwenyu-Rawdon C, Bonduelle M, Iliff G, Maposhere C, Mataure P, Jacobs C, Van Schalkwyk SC. Hearing the voices of midwives through reflective writing journals: Qualitative research on an educational intervention for Respectful Maternity Care in Zimbabwe. PLOS GLOBAL PUBLIC HEALTH 2023; 3:e0002008. [PMID: 38134000 PMCID: PMC10745140 DOI: 10.1371/journal.pgph.0002008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Accepted: 11/19/2023] [Indexed: 12/24/2023]
Abstract
Women attending public and private sector health facilities in Africa have reported abuse and neglect during childbirth, which carries a risk of poor health outcomes. We explored from the midwives' perspective the influence of an educational intervention in changing the attitudes, behaviour and practices of a group of midwives in Zimbabwe, using transformative learning theory as the conceptual framework. The twelve-week educational intervention motivating for Respectful Maternity Care consisted of a two-day workshop and five follow-up sessions every two weeks. Thematic analysis was conducted on eighteen reflective journals written by the midwives with member-checking during follow-up discussions and a further one-day participative workshop a year later. The midwives reported being more women-centred, with involvement of birth companions and use of different labour positions, stronger professional pride and agency, collaborative decision-making and less hierarchical relationships which persisted over the year. Their journal narratives included examples of treating birthing women with more compassion. Some categories aligned with the phases of transformative learning theory (self-examination of prior experience, building of competence and self-confidence into new roles and relationships). Others related to improving communications and effective teamwork, providing role-models of good behaviour, use of scientific knowledge to inform practice and demonstrating competence in management of complex cases. This study shows that innovative educational initiatives have the potential to change the way midwives work together, even in challenging physical environments, leading to a shared vision for the quality of service they want to provide, to improve health outcomes and to develop life-long learning skills.
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Affiliation(s)
- Sunanda Ray
- Department of Community Medicine, University of Zimbabwe College of Health Sciences, Harare, Zimbabwe
| | | | - Myriam Bonduelle
- Swansea Bay University Health Board, Swansea, Wales, United Kingdom
| | - Ginny Iliff
- Private obstetric practice, Harare, Zimbabwe
| | | | - Priscilla Mataure
- Department of Family and Health Sciences, Women’s University in Africa, Harare, Zimbabwe
| | - Cecilia Jacobs
- Faculty of Medicine and Health Sciences, Centre for Health Professions Education, Stellenbosch University, Stellenbosch, South Africa
| | - Susan C. Van Schalkwyk
- Faculty of Medicine and Health Sciences, Centre for Health Professions Education, Stellenbosch University, Stellenbosch, South Africa
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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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Shimizu I, Kasai H, Shikino K, Araki N, Takahashi Z, Onodera M, Kimura Y, Tsukamoto T, Yamauchi K, Asahina M, Ito S, Kawakami E. Developing Medical Education Curriculum Reform Strategies to Address the Impact of Generative AI: Qualitative Study. JMIR MEDICAL EDUCATION 2023; 9:e53466. [PMID: 38032695 PMCID: PMC10722362 DOI: 10.2196/53466] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2023] [Revised: 11/19/2023] [Accepted: 11/21/2023] [Indexed: 12/01/2023]
Abstract
BACKGROUND Generative artificial intelligence (GAI), represented by large language models, have the potential to transform health care and medical education. In particular, GAI's impact on higher education has the potential to change students' learning experience as well as faculty's teaching. However, concerns have been raised about ethical consideration and decreased reliability of the existing examinations. Furthermore, in medical education, curriculum reform is required to adapt to the revolutionary changes brought about by the integration of GAI into medical practice and research. OBJECTIVE This study analyzes the impact of GAI on medical education curricula and explores strategies for adaptation. METHODS The study was conducted in the context of faculty development at a medical school in Japan. A workshop involving faculty and students was organized, and participants were divided into groups to address two research questions: (1) How does GAI affect undergraduate medical education curricula? and (2) How should medical school curricula be reformed to address the impact of GAI? The strength, weakness, opportunity, and threat (SWOT) framework was used, and cross-SWOT matrix analysis was used to devise strategies. Further, 4 researchers conducted content analysis on the data generated during the workshop discussions. RESULTS The data were collected from 8 groups comprising 55 participants. Further, 5 themes about the impact of GAI on medical education curricula emerged: improvement of teaching and learning, improved access to information, inhibition of existing learning processes, problems in GAI, and changes in physicians' professionality. Positive impacts included enhanced teaching and learning efficiency and improved access to information, whereas negative impacts included concerns about reduced independent thinking and the adaptability of existing assessment methods. Further, GAI was perceived to change the nature of physicians' expertise. Three themes emerged from the cross-SWOT analysis for curriculum reform: (1) learning about GAI, (2) learning with GAI, and (3) learning aside from GAI. Participants recommended incorporating GAI literacy, ethical considerations, and compliance into the curriculum. Learning with GAI involved improving learning efficiency, supporting information gathering and dissemination, and facilitating patient involvement. Learning aside from GAI emphasized maintaining GAI-free learning processes, fostering higher cognitive domains of learning, and introducing more communication exercises. CONCLUSIONS This study highlights the profound impact of GAI on medical education curricula and provides insights into curriculum reform strategies. Participants recognized the need for GAI literacy, ethical education, and adaptive learning. Further, GAI was recognized as a tool that can enhance efficiency and involve patients in education. The study also suggests that medical education should focus on competencies that GAI hardly replaces, such as clinical experience and communication. Notably, involving both faculty and students in curriculum reform discussions fosters a sense of ownership and ensures broader perspectives are encompassed.
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Affiliation(s)
- Ikuo Shimizu
- Department of Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Hajime Kasai
- Department of Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Kiyoshi Shikino
- Health Professional Development Center, Chiba University Hospital, Chiba, Japan
- Department of Community-Oriented Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Nobuyuki Araki
- Department of Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Zaiya Takahashi
- Department of Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Misaki Onodera
- Department of Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Yasuhiko Kimura
- Health Professional Development Center, Chiba University Hospital, Chiba, Japan
| | - Tomoko Tsukamoto
- Department of Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Kazuyo Yamauchi
- Health Professional Development Center, Chiba University Hospital, Chiba, Japan
- Department of Community-Oriented Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Mayumi Asahina
- Health Professional Development Center, Chiba University Hospital, Chiba, Japan
| | - Shoichi Ito
- Department of Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan
- Health Professional Development Center, Chiba University Hospital, Chiba, Japan
| | - Eiryo Kawakami
- Department of Artificial Intelligence Medicine, Graduate School of Medicine, Chiba University, Chiba, Japan
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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.
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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
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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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Ibáñez-Carrasco F, Jiancaro T, Torres B, McDuff K, Da Silva G, Lindsay J, Price C, Islam S, Bradford G, O'Brien KK. HIV in MOTION: a community of practice on physical rehabilitation for and by people living with HIV and their allies. FRONTIERS IN REHABILITATION SCIENCES 2023; 4:1154692. [PMID: 37869573 PMCID: PMC10588699 DOI: 10.3389/fresc.2023.1154692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Accepted: 08/21/2023] [Indexed: 10/24/2023]
Abstract
Background This paper describes the design, implementation, and evaluation of a community of practice (CoP), HIV in MOTION (HIM), to advance physical activity rehabilitation interventions with adults living with HIV, clinicians, researchers, and representatives from community-based organizations. We attracted a diverse audience of geographically dispersed people living with HIV, clinicians, exercise personnel, and trainees to eight HIM community of practice events that featured the clinical, research, and lived experience of people living with HIV. HIV in MOTION had (a) a domain related to physical rehabilitation, exercise, and social participation for people living with HIV; (b) a community of diverse individuals; and (c) a practice, that is, a series of sustained interactions online and offline, synchronous, and asynchronous. Our team included six diverse people living with HIV, two coordinators, and three academic researchers who planned, prepared, implemented, and evaluated each online session. To evaluate the HIV in MOTION CoP, we employed an evaluation framework composed of five criteria: Goals and Scope, Context and Structure, Process and Activities, Outcomes, and Impact. We collected quantitative and qualitative evaluative data using online evaluation, audiovisual archiving, and participant observations during the debriefing with all members of our team. Results We widened the Goals and Scope of the HIV in MOTION CoP to include the HIV narrative of lived experiences, including autopathography, and participant storytelling. In matters of Context and Structure, we received explicit satisfaction with our governance and leadership. Also, being flexible to fit online formats was a productive strategy that made the HIV in MOTION CoP sessions agile and amenable to audiovisual archiving. Our indicators of success in Process, Activities, and Outcomes included participant retention online, elicited verbal interventions and comments in the chat room, and a rate of three repeat visits online. The indicators of success of Impact were the presence of voluntary and unscripted autopathography, the patient storytelling and how it reportedly caused changes in the participants, and the "legitimate peripheral participation" of emerging research and clinical students. In conclusion, we recommend our form of CoP for mixing the knowledge of diverse persons in this area. However, we recommend considering budget and burnout as serious challenges to sustainability.
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Affiliation(s)
| | - Tizneem Jiancaro
- Department of Physical Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Brittany Torres
- Department of Physical Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Kiera McDuff
- Department of Physical Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - George Da Silva
- Department of Physical Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Joanne Lindsay
- MAP Centre for Urban Health Solutions, Unity Health, St. Michael's Hospital, Toronto, ON, Canada
| | - Colleen Price
- Department of Physical Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Shaz Islam
- Department of Physical Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | | | - Kelly K. O'Brien
- Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada
- Department of Physical Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada
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Button BLG, Cook C, Goertzen J. Impact of a professional development session based on learner evaluations within a preceptor community of practice. MEDICAL TEACHER 2023; 45:732-739. [PMID: 36524977 DOI: 10.1080/0142159x.2022.2155121] [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
BACKGROUND Physician preceptors play key roles in teaching medical professional trainees but receive little formal teacher training. One proposed way to improve teaching is by providing preceptors with learner feedback. The feedback from learner evaluations often has a limited impact with changes to teaching practice difficult to implement. This study explores the effect of using learner feedback to create a professional development session on teaching within a preceptor community of practice. METHODS In this case study, 15 preceptors agreed to release their learner evaluations, and ten participated in the professional development session. Immediately and 2-3 months after the session, participants completed surveys on their intention to change and the changes made. The community of practice lead was interviewed to discuss the professional development session's impact. Qualitative approaches were used to analyze the data. RESULTS From the learner evaluations, nine areas of improvement were identified and discussed. All attendees made changes to their teaching practices, which the community of practice lead confirmed. Fewer changes were identified at the community of practice group level. CONCLUSION Using learner evaluations to structure a professional development session within a community of practice can help identify areas of improvement and create strategies to address these challenges.
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Affiliation(s)
- Brenton L G Button
- Northern Ontario School of Medicine University, Thunder Bay, Canada
- Medical Education Research Lab in the North, Thunder Bay, Canada
- Faculty of Education, University of Winnipeg, Winnipeg, Canada
| | - Clare Cook
- Northern Ontario School of Medicine University, Thunder Bay, Canada
| | - James Goertzen
- Northern Ontario School of Medicine University, Thunder Bay, Canada
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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.
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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
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Winn AS, Huth K, Leichtner AM, Newman LR. Beyond the Workshop: Results From a Longitudinal, Interprofessional Teaching Certificate Program. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231205433. [PMID: 37799299 PMCID: PMC10548803 DOI: 10.1177/23821205231205433] [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: 08/07/2023] [Accepted: 09/18/2023] [Indexed: 10/07/2023]
Abstract
OBJECTIVES While most hospital-based, healthcare professionals are expected to teach and supervise, few receive training in education. We designed, implemented, and evaluated an interprofessional, hospital-based teaching certificate program based on experiential learning and reflective practice for healthcare professionals with little or no formal training in education. METHODS Participants attended educational seminars; incorporated new concepts, skills, and behaviors in their teaching; and submitted written reflections. Participants also met with an education coach, received feedback from a trained observer, and observed a "master teacher." We used descriptive statistics to analyze a survey distributed to the 2017-2019 cohort. We also analyzed written reflections to determine whether participants described a new teaching skill, concept, or behavior, and how they applied these to their teaching. RESULTS Survey completion rate was 15/20 (75%). Participants described feeling connected to an educator community, establishing educational alliances with senior educators, and learning teaching strategies from other certificate members outside their own profession. Participants indicated they are more likely to pursue educational innovation, leadership, and scholarship. In the reflections, 88% described incorporating a new concept in their teaching. CONCLUSION Participants in an interprofessional teaching certificate program engaged in a curriculum of professional development in education. Graduates of the program reported knowledge gain, behavior change, and establishment of educational alliances and a community of practice.
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Affiliation(s)
- Ariel S Winn
- Division of General Pediatrics, Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA
- Department of Pediatrics, Harvard Medical School, Boston, MA, USA
| | - Kathleen Huth
- Division of General Pediatrics, Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA
- Department of Pediatrics, Harvard Medical School, Boston, MA, USA
| | - Alan M Leichtner
- Department of Pediatrics, Harvard Medical School, Boston, MA, USA
- Department of Education, Boston Children's Hospital, Boston, MA, USA
| | - Lori R Newman
- Department of Pediatrics, Harvard Medical School, Boston, MA, USA
- Department of Education, Boston Children's Hospital, Boston, MA, USA
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Dzara K, DePaula CR, Alexander EK. Engaging Health Professions Educators in an Initiative to Create and Disseminate Micro Virtual Asynchronous Educator Development Content During COVID-19. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231201120. [PMID: 37840820 PMCID: PMC10571670 DOI: 10.1177/23821205231201120] [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: 08/28/2022] [Accepted: 08/23/2023] [Indexed: 10/17/2023]
Abstract
OBJECTIVES Most teaching activities pivoted to virtual during COVID-19. Demanding schedules necessitated brief, asynchronous, and widely disseminated professional development to encourage connection and reinforce educator identity. We created and disseminated micro virtual asynchronous educator development while engaging educators from interprofessional backgrounds to co-create teaching tips. We undertook educational evaluation to understand the impact of our educational initiative, measured along 2 professional development dimensions offering contexts for learning-the individual or independent experience, and the group or collective experience-which served as an organizing framework from which to interpret our results. METHODS Between June 2020 and July 2021, 74 educators at our institution were asked to participate in our "One Minute Teaching Tips" initiative by providing a brief tip or pearl. Each tip was edited, prepared as a high-quality infographic, and shared via: (1) website; (2) digital monitors; (3) newsletter; and (4) Twitter (now X). Quantitative metrics measuring website and Twitter engagement were analyzed descriptively and to determine distinctions among key variables. Participants answered a brief survey and directed content analysis was utilized to analyze the open-ended responses. RESULTS Fifty educators (67.5%) participated. Among those, 45 (90%) completed the survey. Tips were accessed via website 1447 times, averaging 28.9/week. The average tweet garnered 43.2 engagements. Six categories aligned with the individual dimension: participants engaged meaningfully, considered prior experience, relied on educational principles, focused on interest or passion, reflected on teaching practices, and experienced reinforced professional identity. Six categories aligned with the collective dimension: participants felt the initiative supported institutional need, was visible to the community, encouraged engagement with other tips, supported inclusive participation, brought value within the community, and showcased education. CONCLUSION Our initiative aligns with a contemporary understanding of professional development and was impactful along individual and collective dimensions. Similar initiatives could be developed in alignment with accreditation requirements.
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Affiliation(s)
- Kristina Dzara
- Center for Scholarly Teaching and Learning, Saint Louis University School of Medicine, St. Louis, MO, USA
| | - Caitlyn R DePaula
- Brigham Education Institute, Brigham and Women's Hospital, Boston, MA, USA
| | - Erik K Alexander
- Brigham Education Institute, Brigham and Women's Hospital, Boston, MA, USA
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Sheu L, Charondo LB, O'Sullivan PS. Faculty motivations for leading clinical clerkship electives: A qualitative study. MEDICAL TEACHER 2022; 44:1109-1115. [PMID: 35603957 DOI: 10.1080/0142159x.2022.2058388] [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: 06/15/2023]
Abstract
PURPOSE Faculty are motivated to pursue clinician-educator careers out of a sense of purpose, duty, connectedness, satisfaction, and mastery. Yet, many suffer from burnout due to a lack of funding, resources, and competing clinical demands. Reasons for clinician-educator participation in unfunded educational leadership positions are underexplored. This study examined faculty members' reasons for volunteering and remaining as clerkship elective directors, an unfunded leadership position. METHODS In this qualitative study, the authors conducted 17 semi-structured interviews with clerkship elective directors in March 2021. The authors conducted a thematic analysis of deidentified transcripts using motivation theories as a lens. RESULTS Directors' motivations to engage in this unfunded educational leadership position stemmed from their existing clinician-educator identity and a sense of purpose and duty. Directors are sustained by the satisfaction derived from witnessing the positive impact they have on learners' career development and skills building, the impact of learners on the clinical environment, as well as personal benefits in the mastery of educator skills and enhanced visibility as educators. CONCLUSIONS Unfunded educational leadership positions can advance clinician-educators' commitment to learners and alter the learning environment. Strategies for faculty recruitment and retention in unfunded leadership positions include ensuring meaningful contact with learners, as well as opportunities for personal career development through skills building and enhanced visibility through recognition.
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Affiliation(s)
- Leslie Sheu
- Department of Medicine, University of California, San Francisco, San Francisco, CA, USA
- School of Medicine, University of California, San Francisco, San Francisco, CA, USA
| | | | - Patricia S O'Sullivan
- Department of Medicine, University of California, San Francisco, San Francisco, CA, USA
- School of Medicine, University of California, San Francisco, San Francisco, CA, USA
- Department of Surgery, University of California, San Francisco, San Francisco, CA, USA
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Yang Y, Gielissen K, Brown B, Spak JM, Windish DM. Structure and impact of longitudinal Graduate Medical Education curricula designed to prepare future clinician-educators: A systematic scoping review: BEME Guide No. 74. MEDICAL TEACHER 2022; 44:947-961. [PMID: 35196190 DOI: 10.1080/0142159x.2022.2039381] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
BACKGROUND Many Graduate Medical Education (GME) programs offer clinician-educator curricula. The specific instructional methods employed and current best practices for clinician-educator curricula are unknown. We aimed to characterize the structure, curriculum content, instructional methods, and outcomes of longitudinal GME clinician-educator curricula. METHODS We conducted a scoping review, registered with BEME, by comprehensively searching health science databases and related grey literature from January 2008 to January 2021 for studies involving longitudinal GME curricula aimed to train future clinician-educators. RESULTS From 9437 articles, 36 unique curricula were included in our review. Most curricula were designed for residents (n = 26) but were heterogeneous in structure, instructional methods, and content. Several curricular themes emerged, including: 1) duration ≥ 12 months, 2) application of theory-based didactics with experiential activities, 3) independent projects, 4) exposure to faculty mentorship and educator communities, 5) strengthening competencies beyond teaching and scholarship, and 6) protected time and funding. Most outcomes were positive and focused on learner satisfaction or behavior change related to scholarly output and career tracking. CONCLUSIONS Curricula in our review included important skills including experiential teaching, scholarly projects, and exposure to educator communities. Future curricula should build on these competencies and include more assessment of learner and program outcomes.
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Affiliation(s)
- Yihan Yang
- Clinical Instructor of Medicine, University of Washington School of Medicine, Seattle, WA, USA
| | - Katherine Gielissen
- Assistant Professor of Medicine and Pediatrics, Yale School of Medicine, New Haven, CT, USA
| | - Bryan Brown
- Assistant Professor of Medicine, John A. Burns School of Medicine, University of Hawaii, Honolulu, HI, USA
| | - Judy M Spak
- Academic Research and Education, Cushing/Whitney Medical Library, Yale School of Medicine, New Haven, CT, USA
| | - Donna M Windish
- Associate Professor of Medicine, Yale School of Medicine, New Haven, CT, USA
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Pfund C, Sancheznieto F, Byars-Winston A, Zárate S, Black S, Birren B, Rogers J, Asai DJ. Evaluation of a Culturally Responsive Mentorship Education Program for the Advisers of Howard Hughes Medical Institute Gilliam Program Graduate Students. CBE LIFE SCIENCES EDUCATION 2022; 21:ar50. [PMID: 35862583 PMCID: PMC9582832 DOI: 10.1187/cbe.21-11-0321] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Revised: 05/19/2022] [Accepted: 06/08/2022] [Indexed: 05/31/2023]
Abstract
Effective mentorship is critical to the success of trainees in research career pathways, significantly impacting their research productivity, academic and research self-efficacy, and career satisfaction. Research faculty may be unaware of or unprepared to address mentor-mentee dynamics in mentoring relationships, especially those that go beyond traditional scientific skill development. Addressing mentorship dynamics can be even more challenging for mentors from well-represented backgrounds working with mentees from historically excluded racial/ethnic groups. The Howard Hughes Medical Institute supports programmatic interventions, like the Mentorship Skills Development (MSD) course, an innovative program that aims to advance the mentorship competencies and cultural diversity awareness of mentors. Between 2015 and 2020, more than 200 faculty mentors participated in the MSD. Quantitative and qualitative data reveal significant gains in mentorship skills and cultural awareness, with mentors reporting increases in their confidence to have conversations around race and culture with their mentees. More than 85% reported actual or intended changes to their cultural responsiveness or mentorship behaviors. Importantly, behavioral changes were also observed by their mentees. These data indicate that culturally responsive mentorship education can increase knowledge and efficacy in effective mentorship practices and improve mentorship experiences of both mentors and mentees.
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Affiliation(s)
- Christine Pfund
- Center for the Improvement of Mentored Experiences in Research, Wisconsin Center for Education
- Institute for Clinical and Translational Research, and
| | | | | | - Sonia Zárate
- Science Education, Howard Hughes Medical Institute, Chevy Chase, MD 20815
| | - Sherilynn Black
- Office of the Provost and Division of Medical Education, Duke University, Durham, NC 27708
| | - Bruce Birren
- Diversity, Education, and Outreach Office and Genomic Center for Infectious Diseases, Broad Institute of MIT and Harvard, Cambridge, MA 02142
| | - Jenna Rogers
- Center for the Improvement of Mentored Experiences in Research, Wisconsin Center for Education
- Institute for Clinical and Translational Research, and
| | - David J. Asai
- Science Education, Howard Hughes Medical Institute, Chevy Chase, MD 20815
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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.
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Gast I, Neelen M, Delnoij L, Menten M, Mihai A, Grohnert T. Supporting the well-being of new university teachers through teacher professional development. Front Psychol 2022; 13:866000. [PMID: 35967696 PMCID: PMC9365983 DOI: 10.3389/fpsyg.2022.866000] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Accepted: 07/12/2022] [Indexed: 11/13/2022] Open
Abstract
Over the last decades, changes within higher education have created increased pressure and uncertainty for academics, increasing their risk for cognitive, behavioral, physical, as well as psychological issues due to high job demands. Specifically, for new academics in teaching roles, their lack of knowledge and skills can contribute to a negative effect of these job demands on their well-being. This study therefore explored how teaching-related professional development programs can enhance new university teachers’ well-being, through semi-structured interviews with 10 university teachers participating in such a program at a mid-sized Dutch university. We pay special attention to the relationship between specific learning activities integrated in the program (such as learning communities, formal workshops, and reflecting) and various dimensions of the psychological model of well-being by Ryff and Keyes (such as self-acceptance, autonomy, environmental mastery, and positive relationships). Using co-occurrence analysis and content analysis, we found that different learning activities had distinct relationships with different well-being facets. For example, formal workshops were mainly related to environmental mastery, a purpose in life and personal growth, while reflecting seemed to be especially connected to teachers’ self-acceptance, and participating in a learning community was mainly related to positive relations with others and personal growth. Our findings have implications for research on teacher well-being as well as for the design of professional development programs for higher education teaching staff.
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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, Papanagnou D, Fornari A, Chan TM. Just-in-Time Continuing Education: Perceived and Unperceived, Pull and Push Taxonomy. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:125-129. [PMID: 34966109 DOI: 10.1097/ceh.0000000000000415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
ABSTRACT We live in a world where "just-in-time" (JiT) methodologies are increasingly used. Continuing professional development (CPD), including faculty development, has the opportunity to leverage online technologies in a JiT format to further support learner engagement and program sustainability. In this article, the authors propose a model that can serve as a taxonomy for defining and implementing JiT continuing education (JiTCE). The anatomy of JiTCE describes four mechanisms to address CPD needs and delivery procedures: perceived and unperceived, as well as pull and push (PUPP) taxonomy. JiTCE PUPP taxonomy defines four components for designing and developing a program with JiT: on-demand learning, subscription-based learning, performance feedback-driven learning, and data-driven learning. These methods, as backbones, use various online technologies, which offer fundamental support for JiTCE. Delivery systems and technologies are provided as specific examples for JiTCE throughout the article. JiTCE introduces a novel taxonomy to meet continuing education needs and provides an organized approach to design and deploy programming in a sustainable way. Online technologies are evolving everyday and are an indispensable part of both clinical practice and medical education. Pull-push and perceived-unperceived axes can help guide new opportunities for instructional designers and curriculum developers to leverage best practices to align with CPD offerings, which include cutting-edge technologies.
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Affiliation(s)
- Yusuf Yilmaz
- Dr. Yilmaz: Postdoctoral Fellow, McMaster University Education Research, Innovation and Theory (MERIT) Program, Hamilton, Ontario, Canada, Postdoctoral Fellow, McMaster University Office of Continuing Professional Development, Hamilton, Ontario, Canada, and Researcher and Instructor, Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey. Dr. Papanagnou: Professor and Vice Chair of Education, Department of Emergency Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, Associate Provost for Faculty Development, Thomas Jefferson University, Philadelphia, PA. Dr. Fornari: Professor Science Education, Family Medicine, Occupational Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY. Dr. Chan: Associate Professor, Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada, Associate Dean, Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, and Clinician Scientist, McMaster Education Research, Innovation, and Theory (MERIT) Program, Hamilton, Ontario, Canada
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Yilmaz Y, Durak HI, Yildirim S. Enablers and Barriers of Blended Learning in Faculty Development. Cureus 2022; 14:e22853. [PMID: 35382209 PMCID: PMC8977113 DOI: 10.7759/cureus.22853] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/04/2022] [Indexed: 11/29/2022] Open
Abstract
Introduction Online learning provides a ubiquitous and self-paced learning experience, while face-to-face learning encourages commitment in a prescheduled formal instruction. Blended learning (BL) combines these two mediums and provides flexible learning opportunities. While faculty development programs have utilized these two mediums separately, BL has not been fully implemented locally until recently. Identifying elements that enable or hinder faculty within a newly implemented BL program can enhance the learning experience and support professional development. The current study aims to identify how junior and senior faculty members of medical departments at a Turkish university perceive enablers and barriers in a new BL faculty development program. Methods This research is a multiple case study with qualitative inquiry using in-depth interviews and thematic analysis. Using a BL approach, the research team designed faculty development activities based on the Four-Component Instructional Design model. Participants accessed the activities on a Moodle learning management system. Faculty experiences in blended faculty development were examined. The study group consisted of 26 participants, with 14 junior faculty in case 1 and 12 senior faculty in case 2 from different medical departments at a Turkish university. Data were collected and analyzed using qualitative methods. Results This study identified enablers and barriers within a BL faculty development program. While participants identified three barriers, they identified eight enabling elements in a BL program. A lack of time was the most critical barrier to participation in the program. Setting goals for personal development and obtaining skills in teaching were essential enablers within the BL program. Conclusion The use of an online platform to support face-to-face faculty development programs is beneficial in several ways for faculty. Faculty developers can utilize BL to foster engagement and motivate faculty for increased participation, especially if they seek to mitigate known barriers to a successful BL program. Online communication and activities are suggested to develop communities of practice in the workplace. Strategies to eliminate workload and provide guidance on time management are required for both junior and senior faculty.
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Ong CCP, Foo YY, Chiu FY, Nestel D. 'It's going to change the way we train': Qualitative evaluation of a transformative faculty development workshop. PERSPECTIVES ON MEDICAL EDUCATION 2022; 11:86-92. [PMID: 34694570 PMCID: PMC8543424 DOI: 10.1007/s40037-021-00687-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Revised: 08/23/2021] [Accepted: 08/25/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Relatively little is known about faculty development (FD) activities that help participants achieve sustainable behavioral change. This qualitative study evaluated the medium- to long-term impact of a FD workshop informed by transformative learning (TL) theory. It aimed to discover which aspects of FD prompted healthcare professionals (HPs) to adopt effective teaching and learning practices. METHODS Seventeen participants were interviewed between January and July 2020, 7 to 30 months after the workshop. Purposeful sampling strategies were used to collect data and analysis was performed using reflexive thematic analysis. RESULTS Four themes were identified: perspectival shift in educational practice, re-affirmation of current practices, becoming an educator, and valuing FD that accommodates HPs' multiple communities of practice (CoPs). Workshop activities foregrounding critical discourse and reflection helped participants gain new knowledge and deeper understanding of education. TL was likely when participants already identified as an educator in addition to their HP identity. Additionally, a workplace CoP determined the type and level of support affecting HPs' development as educators. DISCUSSION Aspects of FD that prompted HPs to adopt effective teaching and learning practices included initiatives that catalyzed critical discourse and reflection. Readiness for TL is promoted when HPs have a strong educator identity because of workplace educator CoPs. Future research could explore effecting sustainable post-workshop behavioral change in HPs through the strengthening of workplace educator CoPs. To do this, institutions could send co-located HPs from different disciplines to the same FD program.
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Affiliation(s)
- Caroline Choo Phaik Ong
- KK Women's and Children's Hospital, Singapore Health Services (SingHealth), Singapore, Singapore.
- SingHealth Duke-NUS Academic Medical Centre, Singapore, Singapore.
| | - Yang Yann Foo
- Academic Medicine Education Institute, Office of Education, Duke-NUS Medical School, Singapore, Singapore
| | - Fong Yee Chiu
- SingHealth Duke-NUS Academic Medical Centre, Singapore, Singapore
| | - Debra Nestel
- Faculty of Medicine, Nursing & Health Science, Monash University, Melbourne, Australia
- Department of Surgery (Austin), University of Melbourne, Melbourne, Australia
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Yilmaz Y, Papanagnou D, Fornari A, Chan TM. The Learning Loop: Conceptualizing Just-in-Time Faculty Development. AEM EDUCATION AND TRAINING 2022; 6:e10722. [PMID: 35224408 PMCID: PMC8848258 DOI: 10.1002/aet2.10722] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2021] [Revised: 12/28/2021] [Accepted: 01/04/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND As technology advances, the gap between learning and doing continues to close-especially for frontline academic faculty and clinician educators. For busy clinician faculty members, it can be difficult to find time to engage in skills and professional development. Competing interests between clinical care and various forms of academic work (e.g., research, administration, education) all create challenges for traditional group-based and/or didactic faculty development. METHODS The authors engaged in a synthetic narrative review of literature from several unrelated fields: learning technologies, medical education/health professions education, general/higher education. The aim for this review was to synthesize this pre-existing literature to propose a new conceptual model. RESULTS The authors propose a new conceptual model, the Just-In-Time Learning Loop, to guide the development of online faculty development for just-in-time delivery. CONCLUSIONS The Just-In-Time Learning Loop is a new conceptual framework that may be of use to those engaging in online, digital learning design. Faculty developers, especially in emergency medicine, can integrate leading concepts from the technology-enhanced learning field (e.g., microlearning, micro-credentialing, badging) to create new types of learning experiences for their end-users.
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Affiliation(s)
- Yusuf Yilmaz
- McMaster Education Research, Innovation, and Theory (MERIT) ProgramHamiltonOntarioCanada
- McMaster University Office of Continuing Professional Development HamiltonHamiltonOntarioCanada
- Department of Medical EducationFaculty of MedicineEge UniversityIzmirTurkey
- Program for Faculty DevelopmentFaculty of Health SciencesMcMaster UniversityHamiltonOntarioCanada
| | - Dimitrios Papanagnou
- Department of Emergency MedicineSidney Kimmel Medical College at Thomas Jefferson UniversityPhiladelphiaPennsylvaniaUSA
| | - Alice Fornari
- Donald and Barbara Zucker School of Medicine at Hofstra/NorthwellHempsteadNew YorkUSA
| | - Teresa M. Chan
- McMaster Education Research, Innovation, and Theory (MERIT) ProgramHamiltonOntarioCanada
- McMaster University Office of Continuing Professional Development HamiltonHamiltonOntarioCanada
- Program for Faculty DevelopmentFaculty of Health SciencesMcMaster UniversityHamiltonOntarioCanada
- Division of Emergency MedicineDepartment of MedicineMcMaster UniversityHamiltonOntarioCanada
- Division of Education & InnovationDepartment of MedicineMcMaster UniversityHamiltonOntarioCanada
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Dzara K, Bruynell KL, Alexander EK, DePaula CR, Ramani S. Global Med Ed Café: A safe space for conversations. CLINICAL TEACHER 2022; 19:136-142. [PMID: 35023291 DOI: 10.1111/tct.13449] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Revised: 11/02/2021] [Accepted: 12/06/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND Communities of practice foster knowledge sharing, scholarly collaboration, mentoring and professional identify formation. Easier access to technology overall and the desire to engage with peers during the pandemic have increased opportunities to engage in virtual global conversations. APPROACH The Brigham Education Institute designed and implemented a series of six bimonthly, 1-hour 'Global Medical Education Cafés' between September 2020 and June 2021. They were offered on the Zoom platform and featured a core educational topic led by one or two discussants, followed by small group interactions surrounding specific questions or challenges. Discussants were selected based on their international reputation and recognition as health professions education scholars and leaders with expertise in specific areas. Each café was advertised through newsletters, social media, educational email lists and open to educators from any healthcare discipline or geographical region. EVALUATION Between 26 and 41 participants attended each session from 12 countries representing five continents. Content analysis of preliminary education evaluation data from chats and reflective narratives identified four key themes: (1) exciting interactive format; (2) sense of worldwide community; (3) safe space for conversations; and (4) strong moderators facilitating engaging peer conversations. IMPLICATIONS The series leaders aimed to emphasise inclusive, non-hierarchical and cross-cultural conversations. Preliminary evaluation suggests that this goal was achieved; these will remain priorities in future series. Educators worldwide can organise similar events with minimal resources. A safe space for conversations and open-mindedness to learning from a variety of learning and societal cultures are likely essential elements for success.
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Affiliation(s)
- Kristina Dzara
- Brigham Education Institute, Brigham and Women's Hospital, Boston, Massachusetts, USA.,Harvard Medical School, Boston, Massachusetts, USA
| | - Karen L Bruynell
- Brigham Education Institute, Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Erik K Alexander
- Brigham Education Institute, Brigham and Women's Hospital, Boston, Massachusetts, USA.,Harvard Medical School, Boston, Massachusetts, USA
| | - Caitlyn R DePaula
- Brigham Education Institute, Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Subha Ramani
- Brigham Education Institute, Brigham and Women's Hospital, Boston, Massachusetts, USA.,Harvard Medical School, Boston, Massachusetts, USA
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Integrating Graduates of a National Faculty Development Program Into a Community of Practice. Acad Pediatr 2022; 22:143-150. [PMID: 34052468 DOI: 10.1016/j.acap.2021.04.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Revised: 03/29/2021] [Accepted: 04/04/2021] [Indexed: 11/23/2022]
Abstract
PURPOSE The Educational Scholars Program (ESP) started as a national 3-year faculty development (FD) program for pediatric educators. Fourteen years later, the ESP has grown into a larger community of practice (CoP). The purpose of this study was to identify programmatic processes that serve as bridges or barriers to integrating ESP graduates into the CoP. METHODS A cross-sectional survey was sent to 126 ESP graduates. Based on their self-reported level of engagement, graduates were categorized into 4 groups: Core, Active, Peripheral, and Outsider groups. Factors contributing to engagement with the ESP community, and the impact of varying levels of engagement on outcomes related to the organization and the graduate were ascertained. RESULTS Half of the ESP graduates completed the survey. Thirty-five percent of the respondents were in the Core or Active groups. Almost all ESP graduates in the Core and Active groups felt a sense of belonging to the ESP community. Opportunities provided to network, collaborate, and receive mentorship were reported as highly significant influences on their decision to remain engaged. CONCLUSION Purposeful integration of graduates of an FD program within a CoP, by allowing varying levels of involvement, enhances engagement within the CoP.
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Miyachi J, Iida J, Shimazono Y, Nishigori H. A collaborative clinical case conference model for teaching social and behavioral science in medicine: an action research study. BMC MEDICAL EDUCATION 2021; 21:574. [PMID: 34772406 PMCID: PMC8590366 DOI: 10.1186/s12909-021-03009-8] [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: 12/30/2020] [Accepted: 10/21/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Effective social and behavioral sciences teaching in medical education requires integration with clinical experience, as well as collaboration between social and behavioral sciences experts and clinical faculty. However, teaching models for achieving this integration have not been adequately established, nor has the collaboration process been described. This study aims to propose a collaborative clinical case conference model to integrate social and behavioral sciences and clinical experience. Additionally, we describe how social and behavioral science experts and clinical faculty collaborate during the development of the teaching method. METHODS A team of medical teachers and medical anthropologists planned for the development of a case conference based on action research methodology. The initial model was planned for a 3-h session, similar to a Clinicopathological Conference (CPC) structure. We evaluated each session based on field notes taken by medical anthropologists and post-session questionnaires that surveyed participants' reactions and points of improvement. Based on the evaluation, a reflective meeting was held to discuss revisions for the next trial. We incorporated the development process into undergraduate medical curricula in clinical years and in a postgraduate and continuous professional development session for residents and certified family physicians in Japan. We repeated the plan-act-observe-reflection process more than 15 times between 2015 and 2018. RESULTS The development of the collaborative clinical case conference model is summarized in three phases: Quasi-CPC, Interactive, and Co-constructive with unique structures and underlying paradigms. The model successfully contributed to promoting the participants' recognition of the clinical significance of social and behavioral sciences. The case preparation entailed unique and significant learning of how social and behavioral sciences inform clinical practice. The model development process promoted the mutual understanding between clinical faculty and anthropologists, which might function as faculty development for teachers involved in social and behavioral sciences teaching in medical education. CONCLUSIONS The application of appropriate conference models and awareness of their underlying paradigms according to educational situations promotes the integration of social and behavioral sciences with clinical medicine education. Faculty development regarding social and behavioral sciences in medical education should focus on collaboration with scholars with different paradigmatic orientations.
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Affiliation(s)
- Junichiro Miyachi
- Center for Medical Education, Graduate School of Medicine, Nagoya University, 65 Tsurumai-cho Showa-ku Nagoya, Nagoya, Aichi, 466-8560, Japan.
- Azai-Higashi Clinic, Hokkaido Centre for Family Medicine, Sapporo, Hokkaido, Japan.
- Medical Education Center, Graduate School of Medicine, Kyoto University, Kyoto, Japan.
| | - Junko Iida
- Faculty of Health and Welfare, Kawasaki University of Medical Welfare, Okayama, Japan
| | | | - Hiroshi Nishigori
- Center for Medical Education, Graduate School of Medicine, Nagoya University, 65 Tsurumai-cho Showa-ku Nagoya, Nagoya, Aichi, 466-8560, Japan
- Medical Education Center, Graduate School of Medicine, Kyoto University, Kyoto, Japan
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Dzara K, Kelleher A, Ramani S. Fostering educator identity through social media. CLINICAL TEACHER 2021; 18:607-613. [PMID: 34467635 DOI: 10.1111/tct.13414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2021] [Revised: 07/31/2021] [Accepted: 08/12/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND Communities of practice (CoPs) are integral to professional identify formation (PIF) of educators. However, it can be challenging to identify and engage with such communities. Social media (SoMe) can facilitate formation of virtual CoPs, support PIF and increase visibility and recognition among peers. Yet, privacy concerns, lack of skills, time constraints and value doubts are reported barriers. The purpose of this study was to explore perceived benefits, challenges and suggested strategies to promote SoMe engagement from a group of health professions educators (HPEs). METHODS Using qualitative methodology, we explored opinions of educators participating in Harvard Macy Institute courses regarding professional SoMe use through focus group discussions. Discussions were audiotaped and transcribed, and thematic analysis was performed. Brief questionnaires were distributed to collect frequency of and confidence in SoMe use; these data were analysed descriptively. The Partners Healthcare Institutional Review Board approved the study. RESULTS Forty-eight educators participated in six focus groups. About 93.8% had at least one professional SoMe account, although engagement frequency varied. Qualitative analysis revealed three themes: (1) challenges to engagement, including juggling commitments and feeling overwhelmed; (2) benefits to joining a community, including staying informed and sharing scholarship; and (3) strategies to encourage inclusion, including tailored training and institutional champions. CONCLUSION Though challenges to engagement were reported, participants noted multiple benefits. SoMe engagement can foster virtual CoPs among HPEs and potentially contribute to PIF. Subsequently, we offer five recommendations for efficient and impactful social media engagement for healthcare professionals.
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Affiliation(s)
- Kristina Dzara
- Harvard Medical School and Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Amy Kelleher
- Albert Einstein College of Medicine, The Bronx, New York, USA
| | - Subha Ramani
- Harvard Medical School and Brigham and Women's Hospital, Boston, Massachusetts, USA
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Berjeaut EJBK, de Carvalho BM, Aliberti MJR, Avelino-Silva TJ, Campora F, Jacob-Filho W, Garcez FB. "Part of a great team": Perceptions of geriatrics fellows on doing research during a pandemic. J Am Geriatr Soc 2021; 69:3058-3061. [PMID: 34343345 DOI: 10.1111/jgs.17397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Revised: 07/11/2021] [Accepted: 07/18/2021] [Indexed: 11/30/2022]
Affiliation(s)
- Eugênia Jatene Bou Khazaal Berjeaut
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Bruna Macêdo de Carvalho
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Márlon Juliano Romero Aliberti
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil.,Research Institute, Hospital Sirio-Libanes, Sao Paulo, Brazil
| | - Thiago J Avelino-Silva
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil.,Faculdade Israelita de Ciencias da Saude Albert Einstein, Hospital Israelita Albert Einstein, Sao Paulo, Brazil
| | - Flavia Campora
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Wilson Jacob-Filho
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Flavia Barreto Garcez
- Laboratorio de Investigacao Medica em Envelhecimento (LIM-66), Servico de Geriatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
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King SM, Richards J, Murray AM, Ryan VJ, Seymour-Walsh A, Campbell N, Kumar K. Informal faculty development in health professions education: Identifying opportunities in everyday practice. MEDICAL TEACHER 2021; 43:874-878. [PMID: 34062088 DOI: 10.1080/0142159x.2021.1931080] [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
INTRODUCTION Faculty development (FD) supports health professions educators to develop knowledge, skills, and expertise. Whilst formal FD is a focus in the health professions education (HPE) literature, little is known about how FD occurs informally. We sought to identify opportunities and constraints for informal FD amongst health professions educators in the academic (university) setting and understand how they engage with these opportunities. METHODS This exploratory study was conducted in one Australian university. Interviews and focus groups were conducted with undergraduate and postgraduate teachers and assessors (teachers) (n = 10); teaching team and program leaders (mid-level leaders) (n = 8); and senior (university-level) leaders (n = 2). We analysed data thematically and applied situated cognition theory. RESULTS We identified three everyday educational practices that provide opportunities for informal FD in the academic setting: (1) applying evidence to; (2) evaluating; and (3) sharing, educational practice. Engaging with these opportunities was shaped by individuals' motivation and proactivity to engage in professional learning (effectivities) and organisational culture and structures (constraints). CONCLUSION Applying evidence to, evaluating, and sharing educational practice provide valuable contexts for ongoing learning in the academic setting. Assisting educators and organisations to recognise and leverage these 'in situ' FD opportunities is vital in fostering a continuous learning culture.
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Affiliation(s)
- Svetlana M King
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
| | - Janet Richards
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
| | - Anne-Marie Murray
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
- Discipline of Public Health, CMPH, Flinders University, Bedford Park, Australia
| | - Vanessa J Ryan
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
- Flinders Rural Health South Australia, CMPH, Flinders University, Bedford Park, Australia
| | - Amy Seymour-Walsh
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
- SA Ambulance Service, Government of South Australia, Adelaide, Australia
| | - Narelle Campbell
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
- Flinders Northern Territory, CMPH, Flinders University, Bedford Park, Australia
| | - Koshila Kumar
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
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Ramani S, McKimm J, Findyartini A, Nadarajah VD, Hays R, Chisolm MS, Filipe HP, Fornari A, Kachur EK, Kusurkar RA, Thampy H, Wilson KW. Twelve tips for developing a global community of scholars in health professions education. MEDICAL TEACHER 2021; 43:966-971. [PMID: 33108740 DOI: 10.1080/0142159x.2020.1839034] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Scholarship in Health Professions Education is not just original research, it also includes study of educational processes, and application of new knowledge to practice. The pathways to successful scholarship are not always clear to novice educators. In this article, we describe strategies to establish a Community of Scholars (CoS), where more experienced and senior members guide junior members in scholarship to advance the field. Drawing on Lave and Wenger's concepts of Communities of Practice (CoP), we describe twelve practical tips, which include generation of a shared vision, formation of a global community of scholars, engagement in scholarly initiatives, and development of a professional identity, categorised under three major steps: establish, grow, and sustain the community. The tips embrace inclusivity for diverse cultural contexts which further provide opportunities for Health Professions Educators, interested in forming communities of practice, to work on scholarly outputs and add value to the professional arena.
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Affiliation(s)
- Subha Ramani
- Brigham and Women's Hospital and Harvard Medical School, Boston, MA, USA
| | - Judy McKimm
- Swansea University Medical School, United Kingdom
| | | | | | - Richard Hays
- James Cook University, Townesville, Queensland, Australia
| | | | | | - Alice Fornari
- Donald and Barbara Zucker SOM at Hofstra/Northwell, Hempstead, NY, USA
| | | | | | - Harish Thampy
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
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Bray MJ, Bradley EB, Martindale JR, Gusic ME. Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned. TEACHING AND LEARNING IN MEDICINE 2021; 33:434-444. [PMID: 33331171 DOI: 10.1080/10401334.2020.1857256] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Problem: Development of a novel, competency-based program of assessment requires creation of a plan to measure the processes that enable successful implementation. The principles of implementation science outline the importance of considering key drivers that support and sustain transformative change within an educational program. The introduction of Entrustable Professional Activities (EPAs) as a framework for assessment has underscored the need to create a structured plan to prepare assessors to engage in a new paradigm of assessment. Although approaches to rater training for workplace-based assessments have been described, specific strategies to prepare assessors to apply standards related to the level of supervision a student needs have not been documented. Intervention: We describe our systematic approach to prepare assessors, faculty and postgraduate trainees, to complete EPA assessments for medical students during the clerkship phase of our curriculum. This institution-wide program is designed to build assessors' skills in direct observation of learners during authentic patient encounters. Assessors apply new knowledge and practice skills in using established performance expectations to determine the level of supervision a learner needs to perform clinical tasks. Assessors also learn to provide feedback and narrative comments to coach students and promote their ongoing clinical development. Data visualizations for assessors facilitate reinforcement of the tenets learned during training. Collaborative learning and peer feedback during faculty development sessions promote the formation of a community of practice among assessors. Context: Faculty development for assessors was implemented in advance of implementation of the EPA program. Assessors in the program include residents/fellows who work closely with students, faculty with discipline-specific expertise and a group of experienced clinicians who were selected to serve as experts in competency-based EPA assessments, the Master Assessors. Training focused on creating a shared understanding about the application of criteria used to evaluate student performance. EPA assessments based on the AAMC's Core Entrustable Professional Activities for Entering Residency, were completed in nine core clerkships. EPA assessments included a supervision rating based on a modified scale for use in undergraduate medical education. Impact: Data from EPA assessments completed during the first year of the program were analyzed to evaluate the effectiveness of the faculty development activities implemented to prepare assessors to consistently apply standards for assessment. A systematic approach to training and attention to critical drivers that enabled institution-wide implementation, led to consistency in the supervision rating for students' first EPA assessment completed by any type of assessor, ratings by assessors done within a specific clinical context, and ratings assigned by a group of specific assessors across clinical settings. Lessons learned: A systematic approach to faculty development with a willingness to be flexible and reach potential participants using existing infrastructure, can facilitate assessors' engagement in a new culture of assessment. Interaction among participants during training sessions not only promotes learning but also contributes to community building. A leadership group responsible to oversee faculty development can ensure that the needs of stakeholders are addressed and that a change in assessment culture is sustained.
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Affiliation(s)
- Megan J Bray
- Department of Obstetrics and Gynecology, Center for Medical Education Research and Scholarly Innovation, Office of Medical Education, University of Virginia School of Medicine, Charlottesville, Virginia, USA
| | - Elizabeth B Bradley
- Center for Medical Education Research and Scholarly Innovation, Office of Medical Education, University of Virginia School of Medicine, Charlottesville, Virginia, USA
| | - James R Martindale
- Center for Medical Education Research and Scholarly Innovation, Office of Medical Education, University of Virginia School of Medicine, Charlottesville, Virginia, USA
| | - Maryellen E Gusic
- Center for Medical Education Research and Scholarly Innovation, Office of Medical Education, Department of Pediatrics, University of Virginia School of Medicine, Charlottesville, Virginia, USA
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Farrell LM, Buydens S, Bourgeois-Law G, Regehr G. Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development. CANADIAN MEDICAL EDUCATION JOURNAL 2021; 12:82-91. [PMID: 34249193 PMCID: PMC8263038 DOI: 10.36834/cmej.70224] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
BACKGROUND Longitudinal faculty development (LFD) may allow for increased uptake of teaching skills, especially in a forum where teachers can reflect individually and collectively on the new skills. However, the exact processes by which such interventions are effective need further exploration. METHODS This qualitative study examined an LFD initiative teaching a novel feedback approach attended by five family practice physicians. The initiative began with two 1.5-hour workshops: Goal-Oriented Feedback (as the teaching skill to be developed) and Narrative Reflection (as the tool to support personal reflection on the skill being learned). Over the subsequent six-months, the five participants iteratively applied the feedback approach in their teaching and engaged in narrative reflection at four 1-hour group sessions. Transcripts from the group discussions and exit interviews were analyzed using thematic analysis. RESULTS Iteratively trialing, individually reflecting on, and collectively exploring efforts to implement the new feedback approach resulted in the development of a learning community among the group. This sense of community created a safe space for reflection, while motivating ongoing efforts to learn the skill. Individual pre-reflection prepared individuals for group co-reflection; however, written narratives were not essential. CONCLUSION LFD initiatives should include an emphasis on ensuring opportunities for iterative attempts of teaching skills, guided self-reflection, and collaborative group reflection and learning to ensure sustainable change to teaching practices.
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Affiliation(s)
- Laura M Farrell
- Department of Medicine, University of British Columbia, British Columbia, Canada
| | - Sarah Buydens
- Department of Family Medicine, University of British Columbia, British Columbia, Canada
| | - Gisele Bourgeois-Law
- Department of Obstetrics and Gynecology, University of British Columbia, British Columbia, Canada
| | - Glenn Regehr
- Department of Surgery, Faculty of Medicine, University of British Columbia, British Columbia
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Zenni EA, Turner TL. Planning and Presenting Workshops That Work: A Faculty Development Workshop. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2021; 17:11158. [PMID: 34041360 PMCID: PMC8110637 DOI: 10.15766/mep_2374-8265.11158] [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: 12/01/2020] [Accepted: 03/18/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Workshops are commonly used in higher education, although faculty often have little or no training in how to develop and deliver this type of teaching methodology. This publication can be used to deliver a 1-hour active learning session to faculty utilizing experiential learning as a framework. METHODS An hour-long workshop on developing and implementing effective workshops was given to five cohorts of participants in the Academic Pediatric Association's Educational Scholars Program (ESP) between 2010 and 2018, following a 2008 pilot. After a brief didactic presentation, participants developed their own workshop plans. A unique reflection in action was utilized to model effective workshop facilitation techniques. Written surveys were used to evaluate the effectiveness of the workshop. Data from the ESP graduates were used to report the percentage of respondents who conducted their own workshop postgraduation. RESULTS A total of 116 faculty participated in this workshop over the course of 5 years. One hundred and fourteen participants stated they found the session to be useful. The role modeling/reflection by the facilitators and the opportunity to work with others on a workshop plan were described as the most valuable aspects. Approximately 70% of scholars who responded to postgraduation surveys had conducted at least one regional, national, or international workshop. DISCUSSION This faculty development session implements active and adult learning principles to model and teach participants how to develop and lead an effective workshop. It also provides a mechanism for collaboration among participants to develop a workshop based on shared interests.
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Affiliation(s)
- Elisa A. Zenni
- Professor and Associate Dean for Educational Affairs, Department of Pediatrics, University of Florida College of Medicine – Jacksonville
| | - Teri L. Turner
- Professor, Assistant Dean for Graduate Medical Education, Vice Chair of Education, and Martin I. Lorin Endowed Chair in Medical Education, Department of Pediatrics, Baylor College of Medicine and Texas Children's Hospital
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Cantillon P, De Grave W, Dornan T. Uncovering the ecology of clinical education: a dramaturgical study of informal learning in clinical teams. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:417-435. [PMID: 32951128 PMCID: PMC8041675 DOI: 10.1007/s10459-020-09993-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2020] [Accepted: 09/08/2020] [Indexed: 05/28/2023]
Abstract
Off-the-job faculty development for clinical teachers has been blighted by poor attendance, unsatisfactory sustainability, and weak impact. The faculty development literature has attributed these problems to the marginalisation of the clinical teacher role in host institutions. By focusing on macro-organisational factors, faculty development is ignoring the how clinical teachers are shaped by their everyday participation in micro-organisations such as clinical teams. We set out to explore how the roles of clinical teacher and graduate learner are co-constructed in the context of everyday work in clinical teams. Using an ethnographic study design we carried out marginal participant observation of four different hospital clinical teams. We assembled a dataset comprising field notes, participant interviews, images, and video, which captured day-to-day working and learning encounters between team members. We applied the dramaturgical sensitising concepts of impression management and face work to a thematic analysis of the dataset. We found that learning in clinical teams was largely informal. Clinical teachers modelled, but rarely articulated, an implicit curriculum of norms, standards and expectations. Trainees sought to establish legitimacy and credibility for themselves by creating impressions of being able to recognise and reproduce lead clinicians' standards. Teachers and trainees colluded in using face work strategies to sustain favourable impressions but, in so doing, diminished learning opportunities and undermined educational dialogue. These finding suggest that there is a complex interrelationship between membership of clinical teams and clinical learning. The implication for faculty development is that it needs to move beyond its current emphasis on the structuring effects of institutional context to a deeper consideration of how teacher and learner roles are co-constructed in clinical teams.
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Affiliation(s)
- Peter Cantillon
- Discipline of General Practice, National University of Ireland, Galway, Republic of Ireland.
| | - Willem De Grave
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Tim Dornan
- School of Medicine, Dentistry and Biomedical Sciences, Queens University Belfast, Belfast, UK
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Villalobos M, Deis N, Wesselmann S, Seufferlein T, Ehlers F, Mahler C, Letsch A, Bausewein C, Krones T, Gaiser K, Engeser P, Kanzler M, Lauerer M, Siegle A, Unsöld L, Krug K, Bossert J, Nagel E, Jünger J, Wensing M, Thomas M. [Heidelberg Milestones Communication (HeiMeKOM) - Experiences, Best Practice Examples and Recommendations from the Final Symposium on January 30 and 31 in 2020]. DAS GESUNDHEITSWESEN 2021; 84:968-970. [PMID: 33862649 DOI: 10.1055/a-1375-0922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The National Cancer Plan emphasises the importance of medical communication and calls for its integration into medical education and training. In this context, the Milestone Communication Approach meets the communicative challenges in dealing with lung cancer patients. Interprofessional tandems, consisting of doctors and nurses, conduct structured conversations at defined moments with patients and their relatives. The concept aims at shared decision making, continuity in the care of lung cancer patients and the early integration of palliative care. During the symposium on the Heidelberg Milestone Communication in January 2020, recommendations on the care situation of lung cancer patients in advanced stages were developed. In addition, the further adaptability of HeiMeKOM to other settings and hospitals and to other diseases was discussed as well as the possibility of implementing such a concept in standard care. This article presents the experiences, best practice examples and recommendations discussed during the symposium in order to enable their extrapolation to other similarly oriented projects. The long-term goal is to transfer the milestone concept to other hospital, primarily certified lung cancer centers, and to ensure permanent funding. For further dissemination of the concept and, above all, to have it established in standard care, health policy awareness and support are required in addition to the integration of the concept in competence catalogues of continuing medical and nursing education.
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Affiliation(s)
- Matthias Villalobos
- Abteilung Internistische Onkologie, Thoraxklinik am Universitätsklinikum Heidelberg, Translational Lung Research Center Heidelberg (TLRC-H), Mitglied des Deutschen Zentrums für Lungenforschung (DZL), Heidelberg, Deutschland
| | - Nicole Deis
- Abteilung Internistische Onkologie, Thoraxklinik am Universitätsklinikum Heidelberg, Translational Lung Research Center Heidelberg (TLRC-H), Mitglied des Deutschen Zentrums für Lungenforschung (DZL), Heidelberg, Deutschland
| | | | | | - Frauke Ehlers
- Organisations- und Teamentwicklung, ZusammenWirken, Heidelberg, Deutschland
| | - Cornelia Mahler
- Institut für Gesundheitswissenschaften, Abteilung Pflegewissenschaft, Eberhard-Karls-Universität Tübingen Medizinische Fakultät, Tübingen, Deutschland
| | - Anne Letsch
- Klinik für Innere Medizin II m.S. Hämatologie und Onkologie, Universitätsklinikum Schleswig-Holstein, Kiel, Deutschland
| | - Claudia Bausewein
- Klinik und Poliklinik für Palliativmedizin, LMU Klinikum der Universität München, Munich, Deutschland
| | - Tanja Krones
- Institut für Biomedizinische Ethik und Medizingeschichte, UniversitätsSpital Zürich, Zürich, Switzerland
| | - Karin Gaiser
- Fachbereich Rehabilitations- und Pflegemanagement, AOK Baden-Württemberg, Fachreferat Ambulante Pflege und Palliative Care, Stuttgart, Deutschland
| | - Peter Engeser
- Akademische Lehrpraxis der Universität Heidelberg, Familydoc Pforzheim, Pforzheim, Deutschland
| | - Melanie Kanzler
- DEKV, Deutscher Evangelischer Krankenhausverband e.V., Berlin, Deutschland
| | - Michael Lauerer
- Institut für Medizinmanagement und Gesundheitswissenschaften, Universität Bayreuth, Bayreuth, Deutschland
| | - Anja Siegle
- Abteilung Internistische Onkologie, Thoraxklinik am Universitätsklinikum Heidelberg, Translational Lung Research Center Heidelberg (TLRC-H), Mitglied des Deutschen Zentrums für Lungenforschung (DZL), Heidelberg, Deutschland
| | - Laura Unsöld
- Abteilung Internistische Onkologie, Thoraxklinik am Universitätsklinikum Heidelberg, Translational Lung Research Center Heidelberg (TLRC-H), Mitglied des Deutschen Zentrums für Lungenforschung (DZL), Heidelberg, Deutschland
| | - Katja Krug
- Abteilung Allgemeinmedizin und Versorgungsforschung, Universitätsklinikum Heidelberg, Heidelberg, Deutschland
| | - Jasmin Bossert
- Abteilung Allgemeinmedizin und Versorgungsforschung, Universitätsklinikum Heidelberg, Heidelberg, Deutschland
| | - Eckhard Nagel
- Institut für Medizinmanagement und Gesundheitswissenschaften, Universität Bayreuth, Bayreuth, Deutschland
| | | | - Michel Wensing
- Abteilung Allgemeinmedizin und Versorgungsforschung, Universitätsklinikum Heidelberg, Heidelberg, Deutschland
| | - Michael Thomas
- Abteilung Internistische Onkologie, Thoraxklinik am Universitätsklinikum Heidelberg, Translational Lung Research Center Heidelberg (TLRC-H), Mitglied des Deutschen Zentrums für Lungenforschung (DZL), Heidelberg, Deutschland
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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.
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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
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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
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van Lankveld T, Thampy H, Cantillon P, Horsburgh J, Kluijtmans M. Supporting a teacher identity in health professions education: AMEE Guide No. 132. MEDICAL TEACHER 2021; 43:124-136. [PMID: 33153338 DOI: 10.1080/0142159x.2020.1838463] [Citation(s) in RCA: 42] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
This guide provides an understanding of what teacher identity is and how it can be developed and supported. Developing a strong teacher identity in the context of health professions education is challenging, because teachers combine multiple roles and the environment usually is more supportive to the identity of health practitioner or researcher than to that of teacher. This causes tensions for those with a teaching role. However, a strong teacher identity is important because it enhances teachers' intention to stay in health professions education, their willingness to invest in faculty development, and their enjoyment of the teaching role. The guide offers recommendations on how to establish workplace environments that support teacher identity rather than marginalise it. Additionally, the guide offers recommendations for establishing faculty development approaches that are sensitive to teacher identity issues. Finally, the guide provides suggestions for individual teachers in relation to what they can do themselves to nurture it.
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Affiliation(s)
- Thea van Lankveld
- Department of Education, Utrecht University, Utrecht, The Netherlands
| | | | - Peter Cantillon
- Discipline of General Practice, School of Medicine, Galway, Ireland
| | - Jo Horsburgh
- Centre for Higher Education Research and Scholarship, Imperial College, South Kensington, London
| | - Manon Kluijtmans
- Center for Education, University Medical Center Utrecht, Utrecht, The Netherlands
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Bendermacher GW, De Grave WS, Wolfhagen IH, Dolmans DH, oude Egbrink MG. Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:1913-1920. [PMID: 32287081 PMCID: PMC7678663 DOI: 10.1097/acm.0000000000003406] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
PURPOSE This study sought to identify key features of an organizational quality culture and explore how these features contribute to continuous quality improvement of undergraduate medical education. METHOD Between July and December 2018, researchers from Maastricht University in the Netherlands conducted a multicenter focus group study among 6 education quality advisory committees. Participants were 22 faculty and 18 student representatives affiliated with 6 medical schools in the Netherlands. The group interviews focused on quality culture characteristics in relation to optimizing educational development, implementation, evaluation, and (further) improvement. Template analysis, a stepwise type of thematic analysis, was applied to analyze the data. RESULTS Five main themes resembling quality culture constituents to continuous educational improvement were identified: (1) fostering an open systems perspective, (2) involving stakeholders in educational (re)design, (3) valuing teaching and learning, (4) navigating between ownership and accountability, and (5) building on integrative leadership to overcome tensions inherent in the first 4 themes. A supportive communication climate (which can be fueled by the organization's leaders) contributes to and is integrated within the first 4 themes. CONCLUSIONS The results call for a shift away from static quality management approaches with an emphasis on control and accountability toward more flexible, development-oriented approaches focusing on the 5 themes of a culture for continuous quality improvement. The study provides new insights in the link between theory and practice of continuous quality improvement. Specifically, in addition to quality management systems and structures, faculty's professional autonomy, collaboration with peers and students, and the valuing of teaching and learning need to be amplified.
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Affiliation(s)
- Guy W.G. Bendermacher
- G.W.G. Bendermacher is educational policy advisor, Institute for Education, and a PhD candidate, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands; ORCID: https://orcid.org/0000-0002-7804-4594
| | - Willem S. De Grave
- W.S. De Grave is an educational psychologist, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands
| | - Ineke H.A.P. Wolfhagen
- I.H.A.P. Wolfhagen is associate professor, Department of Educational Development and Research, and deputy director, Institute for Education, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands
| | - Diana H.J.M. Dolmans
- D.H.J.M. Dolmans is professor of innovative learning arrangements, Department of Educational Research and Development, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands; ORCID: https://orcid.org/0000-0002-4802-1156
| | - Mirjam G.A. oude Egbrink
- M.G.A. oude Egbrink is professor of implementation of educational innovations, Department of Physiology, and scientific director, Institute for Education, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands; ORCID: https://orcid.org/0000-0002-5530-6598
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McKimm J, Ramani S, Kusurkar RA, Fornari A, Nadarajah VD, Thampy H, Filipe HP, Kachur EK, Hays R. Capturing the wisdom of the crowd: health professions' educators meet at a virtual world café. PERSPECTIVES ON MEDICAL EDUCATION 2020; 9:385-390. [PMID: 33051804 PMCID: PMC7553368 DOI: 10.1007/s40037-020-00623-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 09/17/2020] [Accepted: 09/21/2020] [Indexed: 05/04/2023]
Abstract
BACKGROUND Conversations about educational challenges and potential solutions among a globally and culturally diverse group of health professions' educators can facilitate identity formation, mentoring relationships and professional network building. The COVID-19 pandemic has made it even more important to co-create and disseminate knowledge, specifically regarding online and flexible learning formats. APPROACH Based on the principles of social learning, we combined speed mentoring and world café formats to offer a virtual Zoom™ workshop, with large and small group discussions, to reach health professions' educators across the globe. The goal was to establish a psychologically safe space for dialogue regarding adaptation to online teaching-learning formats. EVALUATION We aimed to establish psychological safety to stimulate thought-provoking discussions within the various small groups and obtain valuable contributions from participants. From these conversations, we were able to formulate 'hot tips' on how to adapt to (sometimes new) online teaching-learning formats while nurturing teacher and student wellbeing. REFLECTION Through this virtual workshop we realized that despite contextual differences, many challenges are common worldwide. We experienced technological difficulties during the session, which needed rapid adaptation by the organising team. We encouraged, but did not pressure, participants to use video and audio during breakout discussions as we wanted them to feel safe and comfortable. The large audience size and different time zones were challenging; therefore, leadership had to be resilient and focussed. Although this virtual format was triggered by the pandemic, the format can be continued in the future to discuss other relevant global education topics.
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Affiliation(s)
- Judy McKimm
- Swansea University Medical School, Swansea, Wales, UK.
| | - Subha Ramani
- Department of Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, USA
| | - Rashmi A Kusurkar
- Faculty of Medicine, Vrije University Amsterdam, Amsterdam, The Netherlands
| | - Alice Fornari
- Faculty Development, Northwell Health System, New York, USA
| | | | - Harish Thampy
- University of Manchester, Faculty of Biology, Medicine and Health, UK
| | - Helena P Filipe
- College of Ophthalmology and Department of Medical Education, Faculty of Medicine, University of Lisbon, Lisbon, Portugal
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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.
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Affiliation(s)
- Nadia Al Wardy
- Department of Biochemistry, Sultan Qaboos University, Muscat, Oman
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Sotto-Santiago S, Mac J, Duncan F, Smith J. "I Didn't Know What to Say": Responding to Racism, Discrimination, and Microaggressions With the OWTFD Approach. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2020; 16:10971. [PMID: 32754635 PMCID: PMC7394349 DOI: 10.15766/mep_2374-8265.10971] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2019] [Accepted: 04/22/2020] [Indexed: 05/18/2023]
Abstract
INTRODUCTION Academic medicine has long faced the challenge of addressing health inequities, reflecting on how these contribute to structural racism, and perpetuating negative social determinants of health. Most recently, we have constructed opportunities for dialogues about racism, discrimination, and microaggressions (RDM). As such, we created a professional development program that encouraged participants to (1) openly discuss RDM and the impact they have in academia, (2) learn about tools to address and respond to RDM, and (3) move towards the creation of inclusive environments. The target audience included institutional leaders, faculty, trainees, professional staff, and health care teams. METHODS We sought to meet workshop goals by integrating anti-racist dramaturgical teaching, introducing concepts knowledge, and practicing communication tools. To assess learning and evaluate our workshops, participants completed a pre- and postsurvey. RESULTS Results showed that 30 participants were more comfortable with discussing issues related to race/ethnicity, gender identity/expression, sexual orientation, and spirituality after participating in the workshops. Prior to the two workshops, the percentage of learners who felt confident initiating conversations ranged from 29% to 54%. After the workshops, the percentage of learners who felt confident ranged from 58% to 92%. The greatest increase, 100%, was observed in the levels of confidence in initiating conversations related to race/ethnicity. DISCUSSION Despite medical education's commitment to cultural competence and institutional mission statements that value diversity, equity, inclusion, and justice, professional development opportunities are limited. Participants strongly agreed their participation in such a workshop was relevant and important to their professional work.
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Affiliation(s)
- Sylk Sotto-Santiago
- Assistant Professor of Medicine, Department of Medicine, Indiana University School of Medicine; Vice Chair for Faculty Affairs, Development, and Diversity, Department of Medicine, Indiana University School of Medicine
- Corresponding author:
| | - Jacqueline Mac
- Graduate Director of Faculty Affairs, Development, and Diversity, Department of Medicine, Indiana University School of Medicine
| | - Francesca Duncan
- Fellow, Division of Pulmonary, Critical Care, Sleep, and Occupational Health, Department of Medicine, Indiana University School of Medicine
| | - Joseph Smith
- Assistant Professor of Clinical Medicine, Division of Pulmonary, Critical Care, Sleep, and Occupational Health, Department of Medicine, Indiana University School of Medicine; Statewide Internal Medicine Sub-Internship Director, Division of Pulmonary, Critical Care, Sleep, and Occupational Health, Department of Medicine, Indiana University School of Medicine
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Lane IF, Sims M, Howell NE, Bailey M. Sustaining a Collegewide Teaching Academy as a Community: 10 Years of Experience With the Master Teacher Program at the University of Tennessee College of Veterinary Medicine. JOURNAL OF VETERINARY MEDICAL EDUCATION 2020; 47:384-394. [PMID: 31738674 DOI: 10.3138/jvme.0918-106r1] [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: 06/10/2023]
Abstract
On the basis of strategic initiatives and an evolving focus on educational program enhancement, faculty and staff members designed a structured program to provide leadership and resources for improving instruction and disseminating educational scholarship in a veterinary college. The University of Tennessee College of Veterinary Medicine Master Teacher Program was conceptualized in the teaching academy model as a forum for professional development and dialogue. A small leadership team worked with other faculty to develop the program proposal, including its mission, vision, values, and initial goals. Programming includes monthly meetings to discuss a range of policy, theoretical, and practical topics, as well as periodic workshops focused on current strategic initiatives or hot topics. Ten years later, the program continues to successfully connect educators and have an impact on the college and profession. Attendance has grown steadily; feedback has been positive. Participants rate the program's overall value highly, particularly its impact on their teaching, the opportunity to stay current in educational topics, and the opportunity to learn from colleagues. Discussions within the program have provided valuable input for college policy and practices. Keys to sustained success have included a historical culture emphasizing the teaching mission, alignment with college goals, consistency in leadership and programming, periodic revisions and rebranding, and attention to new faculty and staff needs. This article describes the development, growth, and perceived impact of the program and emphasizes lessons learned and actions taken to sustain its success without additional personnel and at minimal cost.
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Affiliation(s)
- India F Lane
- University of Tennessee College of Veterinary Medicine
| | - Michael Sims
- University of Tennessee College of Veterinary Medicine
| | | | - Misty Bailey
- University of Tennessee College of Veterinary Medicine
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Expanding Faculty Development of Teaching Skills: A National Needs Assessment of Pediatric Critical Care Medicine Faculty. Pediatr Crit Care Med 2020; 21:486-493. [PMID: 32150125 DOI: 10.1097/pcc.0000000000002265] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES High-quality clinical teaching is an essential element in preparing trainees to become independently competent clinicians. In order to better understand the context-specific faculty development needs of teaching faculty in a specific community, we sought to determine the self-reported teaching skill deficits of pediatric critical care medicine faculty and their preferences and motivations regarding faculty development to enhance their teaching. DESIGN Modified Delphi technique was used to create an online survey in which respondents rated their need for education on a variety of teaching skills, their preferred learning modalities, and factors that motivate their participation in faculty development. SETTING Pediatric Critical Care Medicine divisions at the 64 sites in the United States with fellowship programs. SUBJECTS Five-hundred forty-five Pediatric Critical Care Medicine faculty who teach fellows and other trainees. INTERVENTIONS None. MEASUREMENTS AND MAIN RESULTS Response rate was 40%. Respondents reported a median of 8.5 years (interquartile range, 4-16 yr) as teaching faculty. The median age of faculty was 44.6 years (interquartile range, 38-50 yr). Only 20% of respondents indicated that improving their teaching was a low priority. Thirty-six percent of respondents had not participated in any formal teaching skill development as faculty. The most frequently cited factors motivating engagement in faculty development were education being included as part of regularly attended conferences, resources readily available when needed, and participation promoted by a supervisor. Preferred learning modalities included a brief discussion with a colleague, a 10-minute video, and a regular conference series. CONCLUSIONS Pediatric Critical Care Medicine faculty reported they experience challenges in teaching and would benefit from faculty development training aimed at improving their knowledge and skills about being an educator. Preferred learning methods and motivating factors highlight the importance of efficiency in content delivery and endorsement by faculty supervisors. Consideration of these needs and preferences may be useful in creating context-focused, community of practice-based faculty development programs.
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Abstract
Introduction: Faculty development has played a significant role in health professions education over the last 40 years. The goal of this perspective is to present a portrait of faculty development in Medical Teacher since its inception and to highlight emerging trends moving forward.Method: All issues of Medical Teacher were reviewed, using the search terms faculty development, staff development, professional development, or in-service training for faculty. The search yielded 286 results of which 145 focused specifically on faculty development initiatives, reviews, or frameworks.Findings: This review demonstrated a significant growth in publications related to faculty development in Medical Teacher over the last 40 years, with a primary focus on teaching improvement and traditional approaches to faculty development, including workshops, short courses and other structured, group activities. The international nature of faculty development was also highlighted.Recommendations: Moving forward, it is suggested that we: broaden the scope of faculty development from teaching to academic development; expand our approaches to faculty development, to include peer coaching, workplace learning and communities of practice; utilize a competency-based framework to guide the development of faculty development curricula; support teachers' professional identities through faculty development; focus on organizational development and change; and rigorously promote research and scholarship in faculty development.
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Affiliation(s)
- Yvonne Steinert
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Canada
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Soleas E, Dagnone D, Stockley D, Garton K, van Wylick R. Developing Academic Advisors and Competence Committees members: A community approach to developing CBME faculty leaders. CANADIAN MEDICAL EDUCATION JOURNAL 2020; 11:e46-e56. [PMID: 32215142 PMCID: PMC7082482 DOI: 10.36834/cmej.68181] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
INTRODUCTION Implementing competency-based medical education (CBME) at the institutional level poses many challenges including having to rapidly enable faculty to be facilitators and champions of a new curriculum which utilizes feedback, coaching, and models of programmatic assessment. This study presents the necessary competencies required for Academic Advisors (AA) and Competence Committee (CC) members, as identified in the literature and as perceived by faculty members at Queen's University. METHODS This study integrated a review of available literature (n=26) yielding competencies that were reviewed by the authors followed by an external review consisting of CBME experts (n=5). These approved competencies were used in a cross-sectional community consultation survey distributed one year before (n=83) and one year after transitioning to CBME (n=144). FINDINGS Our newly identified competencies are a useful template for other institutions. Academic Advisor competencies focused on mentoring and coaching, whereas Competence Committee member's competencies focused on integrating assessments and institutional policies. Competency discrepancies between stakeholder groups existing before the transition had disappeared in the post-implementation sample. CONCLUSIONS We found value in taking an active community-based approach to developing and validating faculty leader competencies sooner rather than later when transitioning to CBME. The evolution of Competence Committees members and Academic Advisors requires the investment of specialized professional development and the sustained engagement of a collaborative community with shared concerns.
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Affiliation(s)
- Eleftherios Soleas
- Queens University, Ontario, Canada
- Correspondence: Eleftherios Soleas, 511 Union Street, Kingston, Ontario; phone: 343-364-4007;
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Sheu L, Hauer KE, Schreiner K, van Schaik SM, Chang A, O'Brien BC. "A Friendly Place to Grow as an Educator": A Qualitative Study of Community and Relationships Among Medical Student Coaches. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:293-300. [PMID: 31348059 DOI: 10.1097/acm.0000000000002900] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
PURPOSE The rise of coaching programs in medical education sparks questions about ways to support physician coaches in learning new educational practices specific to coaching. How coaches learn from one another is of particular interest considering the potential value of social learning. Using communities of practice as a conceptual framework, the authors examine the sense of community and relationships among coaches in a new medical student coaching program, the value of this community, and the facilitators and barriers influencing community development. METHOD In this qualitative study, investigators conducted 34 interviews with physician coaches at 1 institution over 2 years (2017-2018) and observed 36 coach meetings. Investigators analyzed interview transcripts using thematic analysis and used observation field notes for context and refinement of themes. RESULTS Coaches described a sense of community based on regular interactions; shared commitment to medical education; and new roles with similar experiences, joys, and challenges. They valued the sense of camaraderie and support, learning from one another, and opportunities for professional growth that strengthened their identities as educators and enhanced job satisfaction. Facilitators of community included regular meetings, leadership and administrative support, and informal opportunities to interact outside of meetings. Barriers included time constraints and geographic challenges for coaches at off-site locations. CONCLUSIONS The sense of community among coaches was a valued and beneficial part of their coaching experience. Coaches' interactions and relationships promoted skill acquisition, knowledge transfer, professional development, and career satisfaction. Thus, incorporating support for social learning in coaching programs promotes coach faculty development.
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Affiliation(s)
- Leslie Sheu
- L. Sheu is assistant professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. K.E. Hauer is associate dean for assessment and professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. K. Schreiner is a medical student, George Washington University School of Medicine, Washington, DC. S.M. van Schaik is Baum Presidential Chair of Experiential Learning and professor of pediatrics, Department of Pediatrics, University of California, San Francisco, School of Medicine, San Francisco, California. A. Chang is professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. B.C. O'Brien is associate professor of medicine, Department of Medicine, and education scientist, Center for Faculty Educators, University of California, San Francisco, School of Medicine, San Francisco, California
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de Carvalho-Filho MA, Tio RA, Steinert Y. Twelve tips for implementing a community of practice for faculty development. MEDICAL TEACHER 2020; 42:143-149. [PMID: 30707855 DOI: 10.1080/0142159x.2018.1552782] [Citation(s) in RCA: 64] [Impact Index Per Article: 16.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
Teaching and learning practices often fail to incorporate new concepts in the ever-evolving field of medical education. Although medical education research provides new insights into curricular development, learners' engagement, assessment methods, professional development, interprofessional education, and so forth, faculty members often struggle to modernize their teaching practices. Communities of practice (CoP) for faculty development offer an effective and sustainable approach for knowledge management and implementation of best practices. A successful CoP creates and shares knowledge in the context of a specific practice toward the development of expertise. CoPs' collaborative nature, based on the co-creation of practical solutions to daily problems, aligns well with the goals of applying best practices in health professions education and training new faculty members. In our article, we share 12 tips for implementing a community of practice for faculty development. The tips were based on a comprehensive literature review and the authors' experiences.
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Affiliation(s)
- Marco Antonio de Carvalho-Filho
- Emergency Medicine Department School of Medical Sciences, University of Campinas, São Paulo, Brazil
- Faculty Development Task Group - Center for Education Development and Research in Health Professions, University Medical Center Groningen, Groningen, The Netherlands
| | - René A Tio
- Department of Cardiology, Catharina Hospital, Eindhoven, the Netherlands
- Department of Educational Development and Research in the Faculty of Health Medicine and Life Sciences, Maastricht University, The Netherlands
| | - Yvonne Steinert
- Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Canada
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