Online role-playing for faculty development

Ladhani, Zahra; Chhatwal, Jugesh; Vyas, Rashmi; Iqbal, Muhammad; Tan, Christina Phoay Lay; Diserens, Deborah

doi:10.1111/j.1743-498x.2010.00401.x

Cited by 15 publications

(32 citation statements)

References 6 publications

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“…Sub-Saharan African nations collectively accounted for 18 publications. Of 22 publications that resulted from multinational collaborations, a sizable share (1 intervention 149 and 9 other articles 153,[155][156][157][159][160][161]165,167 ) resulted from the work of the US-based Foundation for Advancement of International Medical Education and Research (FAIMER). Five articles (1 intervention 148 and 4 other publications 152,158,162,166 ) described the efforts of the European Academy of Teachers in General Practice (EURACT) to advance education in family medicine and general practice, and 2 described the outreach work by the Canadian Besrour Centre for Global Family Medicine.…”

Section: Resultsmentioning

confidence: 99%

“…138 Several authors advocated for online courses to overcome role conflicts and time constraints, 46,76,120 and 7 publications featured online FD. 22,29,46,76,120,159,167 Three studies reported positive outcomes. 46,76,167 One study reported that participants interacting with an in-person learning community 120 and in another an online community as part of an online course was perceived as distracting by participants.…”

Section: Resultsmentioning

confidence: 99%

“…22,29,46,76,120,159,167 Three studies reported positive outcomes. 46,76,167 One study reported that participants interacting with an in-person learning community 120 and in another an online community as part of an online course was perceived as distracting by participants. 29 Session length varied, from single sessions lasting 60 to 90 minutes to intensive longitudinal programs lasting more than a year, and no ideal length or format could be discerned.…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics

Philibert

Konopasek

Riddle

2019

Journal of Graduate Medical Education

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Background With increasing physician mobility, there is interest in how medical schools and postgraduate medical education institutions across the world develop and maintain the competence of medical teachers. Published reviews of faculty development (FD) have predominantly included studies from the United States and Canada. Objective We synthesized the international FD literature (beyond the US and Canada), focusing on FD type, intended audience, study format, effectiveness, differences among countries, and potential unique features. Methods We identified English-language publications that addressed FD for medical faculty for teaching and related activities, excluding US and Canadian publications. Results A search of 4 databases identified 149 publications, including 83 intervention studies. There was significant growth in international FD publications for the most recent decade, and a sizable number of studies were from developing economies and/ or resulted from international collaborations. Focal areas echo those in earlier published reviews, suggesting the international FD literature addresses similar faculty needs and organizational concerns. Conclusions The growth in publications in recent years and a higher proportion of reporting on participant reactions, coupled with less frequent reporting of results, transfer to practice, and impact on learners and the organization, suggest this is an evolving field. To enhance international FD, educators and researchers should focus on addressing common needs expressed by faculty, including curriculum design and evaluation, small group teaching, assessing professionalism and providing feedback. Future research should focus on approaches for developing comprehensive institutional FD programs that include communities of learning and practice and evaluating their impact.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics

Philibert

Konopasek

Riddle

2019

Journal of Graduate Medical Education

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“…Instructors who have recently been hired at an organization to teach on-campus classes or online classes may have concerns or questions about the platforms the school is using or the correct way to enter grades and attendance (Nagel, Maniam, & Leavell, 2011). By holding training courses at the beginning of each semester, instructors can learn valuable tools from other seasoned instructors about what works in the classroom and what does not, as well as address any questions instructors may have (Ladhani, Chhatwal, Vyas, Iqbal, Tan, & Diserens, 2011).…”

Section: Training For Instructors Who Need Itmentioning

confidence: 99%

High-Tech Classrooms Need Highly Competent Instructors

Curran¹

2014

UCER-A

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The 21st century classroom requires instructors with more advanced skills and competencies to deliver materials in a way that engages students both traditional and non-traditional. Traditional students have come to expect the incorporation of technology into their classrooms because they have grown up with it and can see its usefulness, while non-traditional students may need additional resources online in order to reinforce new concepts. By employing Web 2.0 technologies, like online video and discussion boards, into both the online and traditional on-campus classrooms, instructors can address both isolation and different learning styles, as well as address issues relating to problems with understanding concepts being taught and respond positively to feedback provided by both the students and administrators. In addition, utilizing Web 2.0 technology in the online classroom can reduce the isolation that many students feel in these classrooms by ensuring students can communicate with other students as well as the instructor.

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“…The use of online tools offers many advantages for FD and online learning can help overcome the numerous obstacles that challenge classic educational activities (Cook, 2007). For example, physical distance is eliminated as an obstacle with the use of online education because FD programs have actually enrolled participants at numerous sites throughout a country (Anshu, Bansal, Mennin, Burdick, & Singh, 2008;Wearne, Greenhill, Berryman, Sweet, & Tietz, 2011) and the world (Ladhani et al, 2011;McKimm & Swanwick, 2010). In addition, several online programs allow for economies of scale, in terms of both money and time, increasing the number of participants without increasing the time needed from the trainer or funding needed from the institution.…”

Section: Introductionmentioning

confidence: 99%

YouTube Videos as a Tool for Faculty Development in Medical Education: A Learning Analytic Overview

Hassanien¹,

Aboukamer²

2018

MedEdPublish

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Faculty development (FD), or staff development, as it is often called, has become an increasingly important component of medical education. Staff development activities have been designed to improve teacher effectiveness at all levels of the educational continuum. The use of online tools offers many advantages for FD, and online learning can help overcome the numerous obstacles that challenge classic educational activities.Video-based lectures (VBLs) are one of the tools of online learning. This particular instruction format has gained popularity in recent years as a component of the "flipped classroom" (FC) and the much more emergent "massive open online course" (MOOC) styles of health profession education at both under-and post-graduate levels.The aim of this study was to describe the author's experience in developing VBLs to be used as a tool for faculty development in the field of medical education by using Learning Analytics (LA), which is the metadata provided by YouTube, the sharing platform used for the author's videos.A total of 19 VBLs relevant to the education of healthcare professionals was produced by the author with the software program ScreenFlow for Mac to capture and edit video. ScreenFlow also offers the option to combine screen video capture with speaker video recording for simultaneous viewing in the same video. The collected and analyzed data consisted of viewership data, including total number of views, numbers of countries viewing, gender distribution of viewers, and number of YouTube channel subscribers. Descriptive data were also collected: length of each video, watch time in minutes and number of views. Data related to viewers' engagement included number of videos' likes, dislikes, shares, and comments. For the purpose of evaluating audience retention and measuring how well videos maintained viewer attention, the following information was included in the audience retention report: average view duration for all videos on the channel, the average percentage viewed of each video, and the final audience retention.Hassanien M, Abou-Kamer R MedEdPublish https://doi.In conclusion, VBLs can be considered a valuable tool for faculty development in medical education that effectively overcomes many of the common challenges related to this important training process. A variety of software programs and applications are available that facilitate the process of VBL production, particularly the accessibility of many video-sharing platforms, such as YouTube. Moreover, LA is an emerging and effective method for quantitatively evaluating VBLs.LA includes analyzing metadata, which are downloaded from video-sharing platforms and facilitates the evaluation of the acceptability, accessibility, and audience retention of VBLs. That is, the number of views reflects the acceptability of VBLs, and the number of likes/dislikes and shares reflects audience engagement. Likewise, average view duration, average percentage viewed, and final audience retention are indicators of audience retention (AR).Finally, it appears ...

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Online role-playing for faculty development

Abstract: Online role-play encouraged distributed participation among a highly diverse international group of participants, supporting the conclusion that role-playing can be used effectively with mid-career health professional faculty members in the online environment.

Cited by 15 publications

References 6 publications

The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics

The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics

High-Tech Classrooms Need Highly Competent Instructors

YouTube Videos as a Tool for Faculty Development in Medical Education: A Learning Analytic Overview

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