Continuing medical education: Guide supplement 35.2 – Viewpoint

Ribeiro, Eliana Cláudia de Otero; Mennin, Stewart

doi:10.3109/01421590903505729

Cited by 3 publications

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Today's educators must also be able to meet the challenges of teaching in a variety of diverse venues (e.g., community health centers, ambulatory clinics, hospitals); in individual, small and large group settings; in classrooms of every shape; and with varied degrees of resource availability. If one adds need for coherence and integration in health professions education, it is not surprising to see an increased emphasis on faculty development as a lifelong learning process (McGaghie 2009;Otero Ribeiro & Mennin 2010).…”

Section: Introductionmentioning

confidence: 99%

“…In so doing, it has expanded beyond the acquisition of individual instructional skills to the development of capable practitioners who can meet the broad spectrum of community, institutional and societal needs (Stritter 1983;Bland & Schmitz 1986;Hitchcock et al 1993;Mennin & Krackov 1998;Wilkerson & Irby 1998;Bruffee 1999;Fraser & Greenhalgh 2001;Bligh 2005;Steinert et al 2006;Bleakley 2010;Otero Ribeiro & Mennin 2010). In addition, while most of the faculty…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

et al. 2012

Self Cite

View full text Add to dashboard Cite

Background: Project design and implementation, applied to real life situations, is emerging as an educational strategy for application of health professions faculty development learning within a supportive environment. Aim: We conducted a retrospective analysis of project evolution to identify common experiences, challenges, and successful strategies of 54 mid-career faculty members from 18 developing countries who attended the Foundation for the Advancement of International Medical Education and Research Institute between 2001 and 2006 and designed, conducted, and evaluated education innovations at their home institutions. Methods: Chronological analysis of the evolution of 54 projects over the initial 16-18 months of the 2-year Fellowship was based on an iterative qualitative analysis of 324 reports and individual interview transcripts collected over 6 years. Results: Useful skill areas for project implementation included educational methods, leadership and management, and relationships/collaboration. Common challenges included competing responsibilities, lack of protected time, and limited resources. Themes identified with the evolution and success of education innovation projects included leadership and organization, collaboration, personal professional growth, and awareness of the relevant societal context. Conclusions: Common challenges and success factors in project-based faculty development were identified. Twelve practical strategies to promote successful project-based faculty development emerged that can be generalized for faculty development.

show abstract

Section: Introductionmentioning

confidence: 99%