2007
DOI: 10.1097/01.acm.0000285346.87708.67
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Faculty Development as an Instrument of Change: A Case Study on Teaching Professionalism

Abstract: Faculty development includes those activities that are designed to renew or assist faculty in their different roles. As such, it encompasses a wide variety of interventions to help individual faculty members improve their skills. However, it can also be used as a tool to engage faculty in the process of institutional change. The Faculty of Medicine at McGill University determined that such a change was necessary to effectively teach and evaluate professionalism at the undergraduate level, and a faculty develop… Show more

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Cited by 113 publications
(72 citation statements)
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“…Successful behavioral and social science teaching requires a cadre of well-trained, reflective scientists and clinicians who are supported by their institution (67,68). Ideally, clinically experienced behavioral and social sciences scientists and behavioral and social sciences-trained physicians and other health care professionals will create interdisciplinary and interdepartmental teams to achieve this mission.…”
Section: Teaching Methods For Behavioral and Social Science Curriculamentioning
confidence: 99%
“…Successful behavioral and social science teaching requires a cadre of well-trained, reflective scientists and clinicians who are supported by their institution (67,68). Ideally, clinically experienced behavioral and social sciences scientists and behavioral and social sciences-trained physicians and other health care professionals will create interdisciplinary and interdepartmental teams to achieve this mission.…”
Section: Teaching Methods For Behavioral and Social Science Curriculamentioning
confidence: 99%
“…One strategy used by all grantees was to develop and adopt research literacy and EBP competencies for their programs. The creation of these competencies at the individual institutional levels served as a ''shared vision'' for both faculty development 6 and other grant-related efforts promoting EBP. Overall, there was general agreement across grantee institutions in terms of required competencies that focused on research literacy and EBP.…”
Section: -18mentioning
confidence: 99%
“…5 Preparing students to practice healthcare from an evidencebased perspective depends largely on the ability of faculty to teach research literacy and model EBP in clinical training. Successful faculty development programs can be a powerful tool for engaging faculty in making important changes to learning environments, [6][7][8] such as those required to integrate EBP. Current perspectives on faculty development in medical education include the need to ground it in a theoretical framework, to provide structured activities to support collaborative learning and knowledge sharing, and to promote scholarship.…”
Section: Introductionmentioning
confidence: 99%
“…Activities in this quadrant add considerable value to the institution's teaching and learning, research and administration quality. Further elaboration of each direction and quadrant can be found in Figure 2, [20][21][22][23][24][25][26][27][28][29][30][31][32][33][34][35] which draws on reported trends and best practices in faculty development. Unlike Kolb's experiential learning model, 36 there is no sequential relationship between directions or quadrants in our model and should therefore not be viewed as a cycle.…”
Section: Innovationmentioning
confidence: 99%