The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study

Frantz, José M.; Bezuidenhout, J; Burch, Vanessa; Mthembu, Sethembiso; Rowe, Michael; Tan, Christina Phoay Lay; Wyk, Jacqueline Van; Heerden, Ben van

doi:10.1186/s12909-015-0320-7

Cited by 48 publications

(68 citation statements)

References 13 publications

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“…Steinert et al [11] indicated that longitudinal programmes produce sustainable outcomes, which cover a host of skills that transcend beyond teaching effectiveness to include academic leadership and scholarship. The SAFRI programme includes three residential sessions, a distance-learning component and design and implementation of an education innovation project, which is outlined in detail by Frantz et al [12]…”

Section: Design Of the Interventionmentioning

confidence: 99%

Understanding faculty development as capacity development: A case study from South Africa

Frantz

Rhoda

Murdoch‐Eaton

et al. 2019

AJHPE

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There is a global shortage and misdistribution of health professionals, which has major consequences for the future quality of healthcare, with an estimated 1 billion individuals not having access to trained healthcare professionals. [1] This is especially true for poorer countries; in sub-Saharan Africa this crisis is worsened by the inability to retain and maintain the services of such professionals. [2] An effective response to this challenge requires urgent interventions to address the shortage of healthcare professionals. [1] There have been several policy documents that have used the terms capacity building and capacity development to describe these interventions to achieve the increase and growth of healthcare, leading to improvement. [3,4] An essential component of the capacity-building and capacity-development interventions is facultydevelopment programmes. [3,4] In the current literature on faculty development, capacity, capacity building and capacity development have been interchangeably used. [4,5] An understanding of these concepts is essential if they are to meaningfully inform faculty-development programmes. While capacity broadly refers to the increase in skills and knowledge required for individuals and organisations to perform more effectively, Morgan [6] proposed that there are fundamental differences between the terms capacity building and capacity development. The former is a broad term that considers equipping an individual, institution, region or country with the attitudes, values and behaviours needed to bring about change and progress. [6] However, this process of increasing capacity often focuses on the individual and ignores the importance of the collective ability of individuals in capacity building. [6] Capacity development highlights the collective process of interactions in a wider system to address problems and bring about transformational change within a specific context. [6] Capacity building may be viewed as a goal, while capacity development serves as a means to an end. [6] Faculty-development programmes focusing on capacity development of healthcare professionals and educators are key to providing initiatives geared towards addressing the shortage of such professionals and improving healthcare. [7] Traditional faculty-development programmes largely emphasise the individual development of health professions educators through new teaching skills or assessment techniques, improved planning or implementation of curricula, new ways of thinking about the studentteacher relationship, and an increased commitment to educational scholarship and leadership. [3,8-10] Some aspects are often missing from these faculty-development programmes, e.g. those necessary to ensure socially accountable curricula that relate to the need to train faculty in communitybased education, community engagement, equity and aspects of social responsiveness. [3] These traditional programmes place a strong emphasis on the individual educator without simultaneously addressing the development of a wider community o...

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Section: Design Of the Interventionmentioning

confidence: 99%

Understanding faculty development as capacity development: A case study from South Africa

Frantz

Rhoda

Murdoch‐Eaton

et al. 2019

AJHPE

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“…The onsite sessions of the FAIMER Institute occur in Philadelphia, PA, USA for midcareer faculty from health professions schools globally. There are also seven FAIMER Regional Institutes (FRIs), adapted to local needs in India (with four FRIs), and one each in China, Brazil and Sub-Saharan Africa countries (Amaral et al, 2012;Frantz et al, 2015). A major goal is developing a global community of practice (COP) of health professions educators with an ethos of collaboration, life-long learning, and critical reflection (Burdick, 2014;Morahan, Gleason, Richman, Dannels, & McDade, 2010;Wenger, McDermott, & Snyder, 2002).…”

Section: Introductionmentioning

confidence: 99%

Global Leadership Model for Health Professions Education – A Case Study of the FAIMER program

Ladhani¹,

Shah²,

Wells³

et al. 2015

Journal of Leadership Education

Self Cite

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Edgar Schein (2004) proposed that leading was in the midst of an evolutionary shift in which the primary challenge would be to sustain a culture of learning in an emerging "age of perpetual learning and change. What learning is required through leadership education to address this challenge? What design will assure that these learning outcomes are attained? What practice would demonstrate that the outcomes persist and have meaning? In distinguishing the process of "education" from the process of "learning", what are the implications of the reciprocity of development, learning, education and the practice of leading for the design of a theory of leadership education able to assure necessary outcomes for leadership in a context that is perpetually volatile, uncertain, complex, and ambiguous?

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“…Additionally, the development of communities of practice has been identified as being important for faculty development. In their study on the impact of the Foundation for Advancement of International Medical Education and research (FAIMEr) 5 programme, Frantz et al (2015) highlighted that communities of practice allow knowledge creation and sharing, and personal and professional development.…”

Section: Consensus Study Reportmentioning

confidence: 99%

Reconceptualising Health Professions Education in South Africa

2018

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Reproduction is permitted, provided the source and publisher are appropriately acknowledged. The Academy of Science of South Africa (ASSAf) was inaugurated in May 1996. It was formed in response to the need for an Academy of Science consonant with the dawn of democracy in South Africa: activist in its mission of using science and scholarship for the benefit of society, with a mandate encompassing all scholarly disciplines that use an open-minded and evidence-based approach to build knowledge. ASSAf thus adopted in its name the term 'science' in the singular as reflecting a common way of enquiring rather than an aggregation of different disciplines. Its Members are elected on the basis of a combination of two principal criteria, academic excellence and significant contributions to society.

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The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study

Cited by 48 publications

References 13 publications

Understanding faculty development as capacity development: A case study from South Africa

Understanding faculty development as capacity development: A case study from South Africa

Global Leadership Model for Health Professions Education – A Case Study of the FAIMER program

Reconceptualising Health Professions Education in South Africa

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