Regional teaching improvement programs for community-based teachers

Skeff, Kelley M.; Stratos, Georgette A.; Bergen, Merlynn R.; Sampson, Kindra; Deutsch, Susan

doi:10.1016/s0002-9343(98)00360-x

Cited by 46 publications

(42 citation statements)

References 11 publications

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“…This confirms earlier findings on the effectiveness of specifically designed advanced training workshops (Holmes & Kaufman, 1994;Irby, 1996;Wilkerson & Irby, 1998;Skeff et al, 1998;Skeff et al, 1999;Baroffio et al, 1999;Hewson, 2000;Griffith, 2000;Hewson et al, 2001;Pandachuk et al, 2004). In addition, our study reveals that the effectiveness of our workshop is relative and depends on tutors' performance before the workshop, and on the teaching unit they are teaching in.…”

Section: Discussionsupporting

confidence: 89%

“…Most programmes emphasize a general understanding of PBL and its values, exercising the tutorial process, and developing general and content-specific tutor knowledge and skills (Holmes & Kaufman, 1994;Irby, 1996). The few studies that have documented the effectiveness of these training programmes show that they help develop new tutorial skills (Wilkerson & Irby, 1998;Skeff et al, 1998;Skeff et al, 1999;Griffith, 2000;Hewson et al, 2001). They specifically indicate that workshops, followed by tutorial practice and/or feedback from students or peers, are effective strategies in improving teachers' knowledge, attitude and performance ratings.…”

Section: Introductionmentioning

confidence: 99%

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Effect of teaching context and tutor workshop on tutorial skills

et al. 2006

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Effective faculty development workshops are essential to develop and sustain the quality of faculty's teaching. In an integrated problem-based curriculum, tutors expressed the needs to further develop their skills in facilitating students' content learning and small-group functioning. Based on the authors' prior observations that tutors' performance depends on their teaching context, a workshop was designed not only tailored to the tutors' needs but also organized within their respective teaching unit. The purposes of this study are (1) to evaluate whether this workshop is effective and improves tutors' teaching skills, and (2) to assess whether workshop effectiveness depends on tutors' performance before the workshop and on their teaching unit environment. Workshop effectiveness was assessed using (a) tutors' perception of workshop usefulness and of their improvement in tutorial skills, and (b) students' ratings of tutor performance before and after the workshop. In addition, an analysis of variance model was designed to analyse how tutors' performance before the workshop and their teaching unit influence workshop effectiveness. Tutors judged the workshop as helpful in providing them with new teaching strategies and reported having improved their tutorial skills. Workshop attendance enhanced students' ratings of tutors' knowledge of problem content and ability to guide their learning. This improvement was also long-lasting. The workshop effect on tutor performance was relative: it varied across teaching units and was higher for tutors with low scores before the workshop. A workshop tailored to tutors' needs and adapted to their teaching unit improves their tutorial skills. Its effectiveness is, however, influenced by tutors' level of performance before the workshop and by the environment of their teaching unit. Thus, to be efficient, the design of a workshop should consider not only individual tutors' needs, but also the background of their teaching units, with special attention to their internal organization and tutor group functioning.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Effect of teaching context and tutor workshop on tutorial skills

et al. 2006

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“…At independent academic medical centers, the majority of faculty members may teach as a function of their own interest rather than as part of their job description (Fulkerson & Wang-Cheng 1997;Skeff et al 1997Skeff et al , 1999Dodson 1998). Although many of the faculty maintain part-time academic appointments at an affiliated university, academic advancement usually has no effect on remuneration or job security as is usually the case with university-employed faculty.…”

Section: Discussionmentioning

confidence: 99%

A successful approach to faculty development at an independent academic medical center

Trowbridge

Bates

2008

Medical Teacher

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Background: Faculty development is crucial to the success of medical education programs. Relatively few independent academic medical centers, despite their burgeoning role in medical education, offer active programs in faculty development. Aim: To describe the successful implementation of a voluntary departmental faculty development program at an independent academic medical center. Methods: Initiation of the program revealed significant barriers to faculty participation including clinical responsibilities and lack of supported time for educational pursuits. An extensive needs assessment, including detailed faculty interviews, was completed and a participant-driven faculty development program was designed based on the identified faculty needs. Local practice group leaders were also interviewed and asked to support the initiative. The resultant program centered on three domains, specifically Teaching Activities, Clinical Skills and Research/Leadership Training. Specific offerings included clinical skills and specialty discussion sessions, time-intensive teaching workshops and participant-driven lecture series. Results: A significant percentage (47%) of faculty participated in at least one faculty development offering over the initial two years of the program. A higher percentage of generalist faculty (75%) participated compared with specialty faculty (19%). An even number of specialists and generalists, however, participated in the more time-intensive aspects of the program. Approval rates of each individual component of the program were very high, ranging from 88-100%. Conclusions: By identifying the specific needs of faculty members, a successful departmental faculty development program was implemented at an independent academic medical center. The key factors in the success of the program were early involvement of the faculty in the initiation of the program and specifically maintaining the program as a participant-driven process. This method may be generalizable to other similar institutions.

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“…Puisque la pédagogie médicale est de plus en plus reconnue comme un champ de pratique professionnelle en soi, les programmes de développement professoral peuvent maintenant s'intéresser non seulement au développement professionnel du personnel enseignant, mais aussi au développement personnel de ceux qui souhaitent poursuivre une carrière comme pédagogue médical ou leader pédagogique. De nombreux programmes ou activités de développe-ment personnel et professionnel pour les enseignants, les pédagogues, les gestionnaires et les leaders péda-gogiques ont été développés au cours des vingt dernières années, sous la forme de « fellowships » en enseignement, de préceptorats d'excellence en enseignement [8,48,95] , de programmes de maîtrise et de doctorats en éducation médicale [34,61,62,96] .…”

Section: Le Manque De Soutien Institutionnel Du Développement Professunclassified

“…Purcell and Lloyd-Jones [86] ont évalué deux modèles possibles concernant des standards pour les enseignants médicaux : un modèle basé sur les compé-tences [95,128] et un modèle fondé sur l'érudition [60] . Les responsables de développement professoral peuvent trouver ces modèles utiles à la conception de certains aspects du développement du personnel enseignant.…”

Section: Tendances Et Forces Motricesunclassified

Développement professoral : hier, aujourd’hui et demain Guide AMEE n°36

McLean¹,

Cilliers

Wyk

2014

Pédagogie Médicale

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Résumé -Contexte : L'éducation médicale a évolué de telle façon que chacun s'accorde à la considérer comme une discipline en elle-même. Face aux attentes légitimes du public envers les facultés de médecine en ce qui concerne leurs responsabilités, il y a actuellement une demande croissante pour une professionnalisation des pratiques d'enseignement. À ce titre, il est nécessaire de développer un cadre conceptuel pour définir les rôles et responsabilités des enseignants, des chercheurs et des leaders en pédagogie des sciences médicales. C'est en cela que le développement professoral peut être utile. Ce n'est cependant pas une tâche facile ; cela nécessite un soutien institutionnel, l'allocation de ressources appropriées et la reconnaissance de l'importance de l'excellence en enseignement. Objectif : Ce guide a été conçu afin d'aider ceux qui ont la responsabilité de préparer les enseignants dans leurs rôles d'enseignant et de pédagogue, que ce soit en médecine ou dans les autres sciences de la santé proches et alliées. Exégèse : Ce guide présente une perspective historique du développement professoral, et met en évidence un certain nombre de cadres conceptuels issus de la littérature médicale, des Keywords Faculty development; medical education; scholarship sciences de la santé, des sciences de l'éducation, qui sont autant de perspectives susceptibles d'être pertinentes et utiles pour définir des programmes de développement professoral spéci-fiques et centrés sur les besoins. Ces différents cadres conceptuels peuvent être utilisés par les concepteurs de programmes pour planifier, implanter et évaluer de façon systématique les programmes de développement professoral de leurs équipes d'enseignants. La conclusion présente les grandes tendances actuelles en éducation médicale qui, nous le croyons, contribueront à façonner le développement professoral des années à venir. RÉFÉRENCES Abstract -Bakcground:Medical education has evolved to become a discipline in its own right. With demands on medical faculties to be socially responsible and accountable, there is now increasing pressure for the professionalisation of teaching practice. Developing a cadre of professional and competent teachers, educators, researchers and leaders for their new roles and responsibilities in medical education requires faculty development. Faculty development is, however, not an easy task. It requires supportive institutional leadership, appropriate resource allocation and recognition for teaching excellence. Objective: This guide is designed to assist those charged with preparing faculty for their many new roles in teaching and education in both medical and allied health science education. Exegesis: This guide provides a historical perspective of faculty development and draws on the medical, health science and higher education literature to provide a number of frameworks that may be useful for designing tailored faculty development programmes. These frameworks can be used by faculty developers to systematically plan, implement and evaluate their...

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Regional teaching improvement programs for community-based teachers

Cited by 46 publications

References 11 publications

Effect of teaching context and tutor workshop on tutorial skills

Effect of teaching context and tutor workshop on tutorial skills

A successful approach to faculty development at an independent academic medical center

Développement professoral : hier, aujourd’hui et demain Guide AMEE n°36

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