Addressing needs of diverse stakeholders: Twelve tips for leaders of health professions education programs

Abstract

Designing and evaluating health professions educational programs require a range of skills in a rapidly changing educational and healthcare environment. Not all program directors possess all the required leadership skills. In this twelve tips article, we describe a systematic approach to effectively address the complexity facing program leadership, implement robust programs and meaningfully evaluate their impact. They also offer a roadmap for managing diverse stakeholders with often competing demands. The tips are categorized under three domains: Planning, Initial Implementation, and Monitoring. Specific recommendations are provided on addressing context, organizational culture, and key relationships along with practical techniques adapted from continuous quality improvement programs. An outcomes-based approach ensures that program leaders balance competing demands. The tips provide a structure for educational leaders worldwide to reflect on what is feasible in their own context, understand and address complexities in program design and evaluation, regardless of the resources at their disposal.

Shared Curricula and Competencies in One Health and Health Professions Education

“…Educational activities meant to bring learners together should follow the general trends practiced in IPE and active learning [15], where they are (1) focused on shared concepts and experiences; (2) best carried out in small groups; (3) simple and repeatable; and (4) highlight the similarities among various health professionals. The professional traits emphasized during IPE are often already imbedded in the overarching curriculum of traditional HPE programs and also align with One Health competencies.…”

Exploring the Effectiveness of Faculty Development Program on Medical and Health Related Sciences Education

“…Health professions' education enhancement depends on role-modelling and faculty development 19 . Thus, the faculty perceived training as more creative and innovative 20 .…”

“…The professional and academic development of an institution's faculty members significantly affects its capacity and educational achievements 12 . FDPs "are powerful organizational mechanisms that can engender the change we need in the academic culture towards recognizing teaching and learning as valuable and worthwhile activities" 20 .…”

Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education

“…The valuing of teaching and learning (Theme 3) through increased funding, time for development, information sharing, and faculty development initiatives influence the organization’s improvement potential. 41 , 42 Hence, a mere promotion of ownership and accountability (Theme 4) will not lead to beneficial results if required resources to take action are lacking.…”