Faculty development: if you build it, they will come

Steinert, Yvonne; Macdonald, Mary Ellen; Boillat, Miriam; Elizov, Michelle; Meterissian, Sarkis; Razack, Saleem; Ouellet, Marie-Noel; McLeod, Peter

doi:10.1111/j.1365-2923.2010.03746.x

Cited by 76 publications

(50 citation statements)

References 19 publications

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“…2,9,10 More recently, the paradigm of FD has shifted; individual medical faculties are now offering FD curricula, the content and format of which is being informed by the faculty members themselves through focus groups and surveys. 4,5,[11][12][13][14][15][16][17][18][19][20][21][22][23] These needs assessments are useful in identifying the specific gaps in knowledge or training that FD can address. 24,25 Across the country, several medical faculties have conducted single-center needs assessment surveys, [18][19][20] though no comprehensive and uniform assessment has yet been completed in Canada.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, as country-specific differences exist both in the medical education systems and the practice of emergency medicine, identifying the Canadian perspective is important in providing the most relevant FD experience. 2,14 The goal of the current study was to address the hypotheses that AEPs' interest in FD is expanding from the traditional focus of medical education to satisfy increasingly diverse academic needs; senior faculty have a continued interest in FD; female AEPs may have different FD interests than their male counterparts; and delivery of FD has to be at convenient times and locations. It provides the first nationally-representative, FD needs assessment of Canadian AEPs.…”

Section: Introductionmentioning

confidence: 99%

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A National Faculty Development Needs Assessment in Emergency Medicine

Brown

Lang

Patel

et al. 2015

CJEM

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Objectives: Emergency physicians who work in academic settings enjoy an expanding number of roles beyond that of the skilled clinician. Faculty development (FD) encompasses the broad range of activities that institutions use to renew skill-sets and assist faculty members in these multiple roles. This study seeks to define the current FD needs and interests of Canadian academic emergency physicians (AEPs). Methods: An online survey was administered to 943 AEPs in eight centers across Canada to determine their current FD activities, provide a detailed understanding of their FD needs and interests, elucidate the perceived barriers to and motivation for engaging in FD, and identify preferred methods of delivery for FD activities. Results: This national, cross-sectional survey was completed by 336 respondents. It shows that need for FD is universally high, particularly in traditional domains of scholarship, leadership and education (79%, 80%, 87% overall interest, respectively). However, the study also suggests that there is increasing need for FD in areas where current participation is lowest, namely research and social accountability (12% and 13% more interest, respectively). Senior and junior faculty evince equivalent overall FD interest (p > 0.05), whereas female AEPs expressed greater overall FD needs in leadership (1.82 vs 1.44 activities, p = 0.003) than males. Continued participation in FD activities is best promoted by offering relevant topics, at convenient times and locations. Conclusions: This study reports the first comprehensive national FD needs assessment of Canadian academic emergency physicians. Résultats: Au total, 336 participants ont répondu à l'enquête transversale, menée à l'échelle nationale. Les résultats ont révélé que les besoins de formation étaient grands partout, notamment dans les champs traditionnels de la mission professorale, de la direction et du pouvoir d'influence ainsi que de la formation (79 %, 80 % et 87 % respectivement, dans l'ensemble). Toutefois, l'étude semble également indiquer un besoin accru de FCP dans des champs où la participation est très faible, soit la recherche et la responsabilité sociale (augmentation de l'intérêt: 12 % et 13 % respectivement). Les membres du personnel, chevronnés comme débutants, ont fait état, dans l'ensemble, d'un intérêt comparable en matière de FCP (p > 0,05), tandis que les femmes MU qui enseignent en milieu universitaire ont exprimé, dans l'ensemble, des besoins plus grands de formation en matière de direction et de pouvoir d'influence que les hommes (activité: 1,82 contre 1,44; p = 0,003). Les activités de FCP qui suscitent le plus de participation, et ce, de manière continue, sont celles qui portent sur des sujets pertinents et qui se donnent au bon moment et au bon endroit. Conclusion: L'étude décrite ici fait état de la première évaluation globale, menée à l'échelle nationale, des besoins de formation des MU qui enseignent en milieu universitaire, au Canada.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A National Faculty Development Needs Assessment in Emergency Medicine

Brown

Lang

Patel

et al. 2015

CJEM

View full text Add to dashboard Cite

show abstract

“…Gruppen y Steinert identifi can elementos comunes en los programas considerados exitosos 23,24 . Los más destacados son los propósitos y objetivos que responden a las necesidades institucionales, formato longitudinal, diseño integral, conducción por profesores expertos en docencia, metodologías centradas en el que aprende y una evaluación periódica del programa 5,19 .…”

Section: ¿Cuáles Son Los Aspectos Claves Que Explican Estos Resultados?unclassified

“…Esta experiencia puede servir de estímulo a iniciativas similares, facilitar la formación de redes de colaboración entre centros formadores de profesionales de la salud y constituir una comunidad de práctica (community of practice) en educación médica 24,27 . Agradecimientos: A los Dres.…”

Section: ¿Cuáles Son Los Aspectos Claves Que Explican Estos Resultados?unclassified

Impacto de un programa de formación en docencia en una escuela de medicina

et al. 2011

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“…7 Recognized barriers to faculty development for clinical teachers include work pressures, time limitations, and logistical issues. 8 Research on the effectiveness of faculty development related to teaching has yielded mixed results. A systematic review of online faculty development noted limitations of electronic courses for clinical teachers, including inadequate time for the completion of voluntary modules and difficulty in establishing interpersonal relationships.…”

Section: Introductionmentioning

confidence: 99%

Success of a Faculty Development Program for Teachers at the Mayo Clinic

Lee¹,

Lee²,

Reed³

et al. 2014

Journal of Graduate Medical Education

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Background There has been limited research on the improvement of underperforming clinical teachers. Objective To determine whether a faculty development program could improve the evaluations of clinical teachers in an internal medicine residency program. Methods A total of 123 teachers completed faculty development at the Mayo Clinic from 2009 to 2012. The faculty enhancement and education development program (FEED) consists of 6 interactive, small group, 2-hour sessions taught by experienced Mayo Clinic faculty over 1 year. These sessions address the following competencies: asking questions, diagnosing learners, giving feedback, using teaching frameworks, recognizing learning styles, and providing clinical supervision. Resident-of-faculty Mayo teaching effectiveness (MTE) scores have previously demonstrated content, internal structure, and criterion validity. Teachers were grouped into the top 80% or the bottom 20%, according to baseline MTE scores. Mixed linear models were used to compare these groups regarding changes in MTE scores after completion of FEED. Results were adjusted for teacher age, sex, medical specialty, academic rank, and teaching awards. Results For all participants combined, the adjusted MTE scores (mean; standard error) improved from baseline (3.80; 0.04) to completion of FEED (3.93; 0.04; P < .001). However, the bottom 20% had a significantly greater improvement in scores than the top 80% (score-change difference = 0.166, P < .001). Conclusions We describe a low-intensity faculty development intervention that benefited all clinical teachers, but was particularly effective for underperforming teachers in internal medicine. The approach may be suitable for adoption or adaptation in other graduate medical education programs.

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Faculty development: if you build it, they will come

Cited by 76 publications

References 19 publications

A National Faculty Development Needs Assessment in Emergency Medicine

A National Faculty Development Needs Assessment in Emergency Medicine

Impacto de un programa de formación en docencia en una escuela de medicina

Success of a Faculty Development Program for Teachers at the Mayo Clinic

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