Faculty Development for Teaching Faculty in Psychiatry: Where We Are and What We Need

Golia, Sallie G De; Cagande, Consuelo; Ahn, Mary S.; Cullins, Lisa M.; Walaszek, Art; Cowley, Deborah S.

doi:10.1007/s40596-018-0916-4

Cited by 12 publications

(10 citation statements)

References 9 publications

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“…The requirement for faculty development has increased as a result of growing demands by the regulatory agencies [36][37][38]. American Association of Directors and Psychiatry Residency Training membership reported lack of funding and lack of time as well as excessive clinical demands as the main barriers to seeking career in graduate medical education [36]. Clinically, the concerns for excellent patient care while teaching residents or students, with the demands of RVU production can be daunting.…”

Section: Faculty Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Starting New Accreditation Council for Graduate Medical Education (ACGME) Residency Programs in a Teaching Hospital

Goodbred¹,

Snyder²,

Sweeny³

et al. 2022

Contemporary Topics in Graduate Medical Education - Volume 2

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Starting a new ACGME approved residency program can positively impact patient care, medical education, hospital operations, and the community as whole. This requires a significant amount of commitment, time, and preparation. The initial application and accreditation process should start early and requires a thorough understanding on the ACGME requirements. Building a new residency program involves collaboration among various stakeholders, starting with the teaching hospital, ACGME, and the Center of Medicare and Medicaid services (CMS). It is prudent to also consider the operational and logistical issues such as budget, faculty and administrative staff hire, faculty time for administrative duties, and educational space for faculty and residents. It is vital to recognize how the institution’s strengths and weaknesses match up to these requirements. A robust educational and clinical curriculum in line with ACGME’s core competencies and useful educational collaboration among various programs is critical for effective program. Recruiting and developing the appropriate faculty members is another important aspect for a successful program. The final challenge is recruiting residents that will fit well into the new residency program. Lastly, we discuss the challenges and tips to mitigate the risks of disappointment in the process of starting and creating a flagship residency program.

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Section: Faculty Developmentmentioning

confidence: 99%

“…Clinically, the concerns for excellent patient care while teaching residents or students, with the demands of RVU production can be daunting. Other barriers noted in this survey included "faculty attrition, faculty burnout, lack of recognition, and paucity of GME positions within institutions" [36].…”

Section: Faculty Developmentmentioning

confidence: 99%

Starting New Accreditation Council for Graduate Medical Education (ACGME) Residency Programs in a Teaching Hospital

Goodbred¹,

Snyder²,

Sweeny³

et al. 2022

Contemporary Topics in Graduate Medical Education - Volume 2

View full text Add to dashboard Cite

show abstract

“…Higher education institutions hire faculty as subject-matter experts and expect them to effectively convey knowledge to their students; yet, many faculty lack pedagogical training. De Golia et al (2019) surveyed psychiatry faculty to assess faculty development needs and teaching skills workshops including teaching methods, assessment skills, and pedagogy was identified as an unmet need. Faculty teaching in an online education doctorate program identified the need for more professional development in the area of pedagogy in a qualitative study conducted by Berry (2019).…”

Section: Faculty Developmentmentioning

confidence: 99%

“…Current literature (Allan & Driscoll, 2014;Behar-Horenstein et al, 2016;Berry, 2019;De Golia et al, 2019;Hott & Smith, 2018;Pawlyshyn & Hitch, 2016;Rutz et al, 2012) notes the importance of faculty development and its positive impact on student learning. With increasing faculty expectations and growing accountability measures from regional accrediting agencies, higher education needs to expand faculty development in the area of assessment.…”

Section: Problem Statementmentioning

confidence: 99%

The Impact of an Assessment Certificate on Faculty Perceptions and Knowledge

Restrepo

Perez

Sanabria

et al. 2020

JAHE

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Administrators are struggling to understand how to best promote and implement a culture of evidence-based decision making to stakeholders. The research study presented explored best practices on creating meaningful professional development experiences using both direct and indirect evidence of learning --this article will describe the effectiveness of a hybrid certificate program designed to educate faculty about assessment and its impact on faculty learning gains, perceptions, and self-efficacy. The study used a pre-/post-test design to measure participant knowledge using quizzes for each of the four modules of the certificate and participant perceptions using a survey. The modules covered writing student learning and program outcomes, curriculum mapping, developing assessment methods, creating assessment instruments, collecting data, analyzing and reporting results, and using results for improvement. Certificate completers demonstrated increased knowledge of assessment terminology, procedures, and best practices, as well as improved assessment-related self-efficacy. However, their perception regarding assessment did not change. Data gathered through this study can help inform decisions on needed assessment-related faculty professional development activities.

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“…Assim, embora o empenho para o desenvolvimento de professores da Faculdade de Medicina nos departamentos e nas instituições de psiquiatria e SM venha aumentando, ainda existem necessidades de desenvolvimento do corpo docente que não foram atendidas, como um tempo exclusivo para tal, oficinas de habilidades e orientação. Contudo, a carreira na educação médica enfrenta algumas barreiras, como a ausência de financiamento e tempo, além das excessivas demandas clínicas 14 .…”

Section: Introductionunclassified

Saúde mental em concursos de residência médica: implicações das Diretrizes Nacionais Curriculares de 2014

Melara

Gomedi

Figueiredo

2021

Rev. bras. educ. med.

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Resumo: Introdução: Devido à importância da saúde mental (SM) na prática médica, as Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina (DCN) de 2014 estabeleceram a valorização desse tema. Embora as provas de residência médica (RM) devam ser influenciadas por essa diretriz, desconhecia-se se elas estavam de acordo com as mudanças. Objetivo: Este trabalho teve como objetivo avaliar se as diretrizes determinadas pelo Ministério da Saúde têm sido seguidas, buscando a devida valorização do tema SM. Método: Realizou-se uma pesquisa documental, sobre como a SM vem sendo abordada nos concursos de RM, na modalidade acesso direto, antes e depois da publicação das DCN. Para isso, selecionaram-se, por conveniência, nove instituições do Sul e Sudeste do Brasil, delimitando-se um período de dez anos para análise. Dois investigadores realizaram a seleção e análise das provas e das questões. Decisões em casos de discordância foram feitas a partir da avaliação de um terceiro investigador (juiz). Após esse processo, categorizaram-se as questões em subtemas, e tabularam-se os dados em uma planilha, analisada descritivamente com distribuições percentuais para variáveis qualitativas e medidas de tendência central. Resultado: Os conteúdos de SM corresponderam a 3,8% das provas. Não foi constatado crescimento na porcentagem de questões consequente à publicação das DCN. Verificou-se o predomínio das questões com essa temática nas áreas de clínica médica e de saúde coletiva (n = 129/n = 109), contrapondo-se à cirurgia geral (n = 0). Houve uma superioridade do subtema “psicofarmacologia” (n = 102). Conclusão: Como visto, no que tange à SM, as DCN não alcançaram ainda os concursos de RM. O enfoque da SM dado às questões das instituições analisadas permanece com uma visão biologicista.

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Faculty Development for Teaching Faculty in Psychiatry: Where We Are and What We Need

Abstract: Despite increasing faculty development efforts in psychiatry departments and institutions, real and significant unmet faculty development needs remain. Protected time remains a significant unmet need of teaching faculty which requires careful attention by departmental leadership.

Cited by 12 publications

References 9 publications

Starting New Accreditation Council for Graduate Medical Education (ACGME) Residency Programs in a Teaching Hospital

Starting New Accreditation Council for Graduate Medical Education (ACGME) Residency Programs in a Teaching Hospital

The Impact of an Assessment Certificate on Faculty Perceptions and Knowledge

Saúde mental em concursos de residência médica: implicações das Diretrizes Nacionais Curriculares de 2014

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