Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

Lancaster, Jason W.; Stein, Susan; MacLean, Linda Garrelts; Amburgh, Jenny Van; Persky, Adam M.

doi:10.5688/ajpe78599

Cited by 56 publications

(42 citation statements)

References 12 publications

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“…9 Future research should investigate whether program format influences outcomes such as participant preference and satisfaction, increases teaching skills or knowledge retention, and whether there is a significant resource difference that would make one program preferential to another. In addition, faculty members can make informed decisions about which teaching development format would be most appropriate and successful for them and their institution.…”

Section: Discussionmentioning

confidence: 99%

“…8 More recently, Lancaster et al described the current landscape for faculty development programs in higher education and made recommendations for the implementation of new programs. 9 They pointed to several existing models to support faculty teaching development and recommended institutions make informed decisions about which plan would be most successful. A model for preparing graduate students for faculty teaching and service roles has also been suggested and emphasizes the importance of experiential learning.…”

Section: Introductionmentioning

confidence: 99%

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An Investigation of Teaching and Learning Programs in Pharmacy Education

Strang

Baia

2016

American Journal of Pharmaceutical Education

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Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015.Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Investigation of Teaching and Learning Programs in Pharmacy Education

Strang

Baia

2016

American Journal of Pharmaceutical Education

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“…Paradoxically, researchers are expected to introduce the most complex research findings to students who have much less disciplinary knowledge, but in many settings teachers are not offered adequate support to develop such pedagogic competence [14][15] . Although there are programmes intended to enhance faculty development in health-care professions, few of these have been adequately evaluated concerning their impact on science and clinical science faculty members including clinician-teachers 16 . The lack of published information regarding faculty development strongly suggests a lack of evidence-based programmes.…”

Section: Utilisation Of Research-based Information Among the He Teachersmentioning

confidence: 99%

Accessing research literature: A mixed-method study of academics in Higher Education Institutions in Nepal

Simkhada

Teijlingen

Devkota

et al. 2014

Nepal J Epidemiology

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Background:Research in Higher Education (HE), particularly in health and medical sciences plays a crucial role, not only in enhancing knowledge and skills of students and academics, but also in helping to develop managers and policy makers who rely on evidence-based planning and programming. This paper reports university teacher's knowledge and practices in accessing to electronic research-based evidences in health and medical sciences in Nepal. Corresponding Author Material and Methods:This was mixed-methods study comprising a selfadministered questionnaire completed by HE teachers and informant key interviews with authorities of HE institutions. A total of 15 out of the total 40 institutions offering HE above Bachelors level on health-related subjects were included for the study. Results:The response rate was 68%; 244 out of 360 HE teachers completed self-administered questionnaire. The respondents comprised nurses (36%), followed by doctors (23%), public health practitioners (18%), dentists (17%) and pharmacists (12%). Most of the HE teachers reported that they have computer skills and possess their own computer. Two-thirds (66%) of the HE teachers had work email and almost all (93%) have a personal email ID. All institutions had a computer lab and/or library. Almost all teachers had internet access at work but the internet was reportedly slow. Each institution had a librarian to support to the students and staff but only a third of teachers sought their help. Many do not know what kind of support librarians can provide. Less than half of the staff had accessed electronic research materials. This proportion varied between HE institutions ranging from 13 to 83%. HINARI and PubMed were the mostly used research databases. Less than half of respondents (48%) had published research papers in peerreviewed journals, and only 19% published a paper based on a systematic review. Female HE teachers were less likely to publish (32%) than males (68%). More readers and professors had published (75%) than instructors/assistant lecturers (30%) and lecturers (45%). Conclusions:Accessing electronic research literature provides an opportunity to gathering up-to-date research-based information that should be core to all health curricula. We call upon curriculum developers and university authorities in Nepal to revise health curricula and help build electronic searching skills among staff and students.

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“…These questions are explored in the manuscript by Lancaster and colleagues entitled "Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs." 6 Also in this issue of the Journal, Jackevicius and colleagues at Western University of Health Sciences (WesternU) describe the outcomes of a faculty mentorship program where junior faculty were paired with "internal" mentors -senior faculty members with appointments at WesternU. 7 Similarly, Haines and Popovich describe a faculty mentoring program at Palm Beach Atlantic University where junior faculty were paired with "external" mentorssenior faculty members with full-time appointments at other colleges and universities.…”

mentioning

confidence: 99%