A model for linkage between health professions education and health: FAIMER international faculty development initiatives

Abstract

Linking faculty development to improvement of community health is of particular interest to health professions educators and researchers. While individuals and institutions engaged in health professions education have the potential to improve health, limited literature connects capacity building in education with improvements in health. Understanding the mechanism by which faculty development may promote development of socially accountable institutions and improve health can be useful for improving this connection and evaluating program effectiveness.

Project-based faculty development by international health professions educators: Practical strategies

“…It is difficult to verify independently what actually happened; however, faculty discussed project progress with the Fellows throughout the Fellowship period through e-mail and teleconferences, as well as having in-depth discussions of the poster and plans for the second year. In addition, previously reported data on publications and presentations from the projects support the observation that projects came to fruition (Burdick et al 2010;Burdick et al 2011). …”

“…Shared goals to accept responsibility for and to contribute to the improvement of the health of society (Boelen & Woodland 2011) Applying what has been learned in authentic settings and learning from reflection, feedback, and iterative experience has been emphasized by other researchers (Sheets & Henry 1984;Sheets & Henry 1988;Coles & Tomlinson 1994;Hewson 2000;Davis et al 2008;Sullivan & Rosin 2008;Bleakley et al 2011), all of whom suggest that faculty members need to practice what they learn, and that immediate relevance and practicality are key. The majority of Fellows' reports described projects that were developed to meet the needs of a particular group in a particular setting (Burdick et al 2011). Over and over again, we saw that the evolving interdependent dynamics of health professions education and regional health required continued learning and adaptation throughout Fellows' experiences.…”

“…Each participant develops and implements a project of their choice designed to introduce a needed educational innovation or change at their home institutions. Design and implementation of this project involves the application of knowledge and skills in health professions education and serves as a central anchor for faculty development across the two years of the Fellowship (Burdick et al 2011). The focus of projects have included education methods and models, curriculum change, program evaluation, student assessment, alignment with health priorities and needs, distance and computer-based learning, faculty development, student affairs, professionalism, and organizational development (Burdick et al 2012).…”

“…Each Fellow develops his/her project rationale, identifies desired outcomes for the particular project, and designs and implements project evaluation in conjunction with the project itself. Previous analysis of skills gained from the Fellowship as well as focus and impact of projects has been reported (Burdick et al 2010;Burdick et al 2011 (Cousins & Whitmore 1998;Fetterman et al 2010). Transcripts of interviews with and written reports from 54 mid-career health professions faculty members (30 men and 24 women) from 18 countries who participated in the two-year FAIMER Institute program between 2001 and 2006 formed the basis of the data in this study.…”

Exploration of Social Accountability Indicators in Medical Science Schools in Iran

“…Burdick et al reports that functional, enhancing and professors' educating systems based on social accountability and professionalism should be included as an investment in successful accountability programs (19).…”