Faculty development in medical education, with implications for continuing medical education

Ullian, John A.; Stritter, Frank T.

doi:10.1002/chp.4750160309

Cited by 11 publications

(7 citation statements)

References 46 publications

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“…Staff development will refer here to those activities educators pursue to improve their teaching skills in a variety of settings. This will not include the development of clinical teachers as researchers, administrators or managers, or continuing medical education, which commonly targets the clinical practice of health care professionals 5 …”

Section: What Is Staff Development?mentioning

confidence: 99%

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Staff development for clinical teachers

Steinert

2005

Clinical Teacher

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Section: What Is Staff Development?mentioning

confidence: 99%

“…Teachers should know in advance what the expected learning outcomes will be, and whether the activity or programme will meet their needs. Staff development programmes should reflect the high quality that teachers are trying to help their students to reach and maintain 5 …”

Section: Characteristics Of Well‐designed Staff Development Programmesmentioning

confidence: 99%

Staff development for clinical teachers

Steinert

2005

Clinical Teacher

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“…2 In addition, faculty members may also face continuing education requirements to maintain their licensure, further reducing time and resources devoted to improving instructional or scholarship acumen. 3 To address this paradigm shift and promote improved teaching and scholarship, academic medicine established the academy movement. 4 An academy of educators is a structured faculty development program that creates a renewed focus on excellence in educational methods.…”

Section: Introductionmentioning

confidence: 99%

Building a chiropractic academy of educators: A needs assessment of selected faculty educators

Tunning¹,

Derby²,

Krell-Mares³

et al. 2017

Journal of Chiropractic Education

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Objective: Professional demands have led to health-care educator specialization in research or patient care. The academy movement is an avenue that attempts to return prestige and importance to improved instruction. The authors performed a needs analysis of selected faculty at 3 chiropractic colleges to assess the need for, and willingness to participate in, an academy of educators program. Methods: An expert-developed, pretested survey was deployed using SurveyMonkey. Analysis of variance and regression analysis were used to address 3 research questions related to the academy of educators program. Results: The study achieved a 53% response rate and reflected that an overwhelming majority of chiropractic faulty members (89%) reported the need for an academy of educators. The study found no significant differences between faculty ranks, years of experience, and participation willingness. Conclusion: A structured approach, such as an academy, to foster professional teaching development may create positive outcomes for an institution. Faculty educators were willing to engage in an efficient program that may improve teaching methods and create opportunities for collaborative working relationships, which signals the potential for wide acceptance of the program.

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“…1 , 2 These new expectations require faculty to acquire new knowledge and skills in a relatively short period of time. 2 , 3 Faculty development has been identified as one of the key tools to support faculty and their changing needs and has consequently become an essential component of medical education. 4 , 5 …”

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confidence: 99%

Exploring Faculty Developers’ Experiences to Inform Our Understanding of Competence in Faculty Development

et al. 2018

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PurposeNow a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers’ roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role.MethodA constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process.ResultsConsistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence.ConclusionsThese findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer’s ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.

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Faculty development in medical education, with implications for continuing medical education

Abstract: This review offaculty development (FD) in medical education calls attention to the challenges facing both FD and continuing medical education (CME)

Cited by 11 publications

References 46 publications

Staff development for clinical teachers

Staff development for clinical teachers

Building a chiropractic academy of educators: A needs assessment of selected faculty educators

Exploring Faculty Developers’ Experiences to Inform Our Understanding of Competence in Faculty Development

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