Global Leadership Model for Health Professions Education – A Case Study of the FAIMER program

Abstract

Edgar Schein (2004) proposed that leading was in the midst of an evolutionary shift in which the primary challenge would be to sustain a culture of learning in an emerging "age of perpetual learning and change. What learning is required through leadership education to address this challenge? What design will assure that these learning outcomes are attained? What practice would demonstrate that the outcomes persist and have meaning? In distinguishing the process of "education" from the process of "learning", what are the implications of the reciprocity of development, learning, education and the practice of leading for the design of a theory of leadership education able to assure necessary outcomes for leadership in a context that is perpetually volatile, uncertain, complex, and ambiguous?

Global Leadership Model for Health Professions Education Part 2: Teaching/Learning Methods

“…Our results describe a practice that leadership educators can use to analyze specific T/L methods in their leadership curricula, identify how often each is used, and determine whether learners and faculty have the same perceptions regarding which methods are most effective. This practice validated published survey studies on T/L methods that faculty use in teaching in undergraduate and graduate classrooms and distance leadership courses (Guthrie & Jenkins, 2018;Jenkins, 2012;2016) and demonstrated the usefulness of these T/L methods in a successful global midcareer leadership development program (Burdick et al, 2010;Ladhani et al, 2015).…”

“…First, the identification of T/L methods frequently used correlated with direct reports from participants about which T/L methods they viewed as most impactful and useful. This finding provided more specificity to the positive self-evaluation learners gave the "leadership and management" curriculum theme (Ladhani et al, 2015). A limitation of our findings is that the learners' positive evaluations could also be related to other curriculum elements such as sequencing, contents and design (Ladhani et al, 2015).…”

“…The curriculum has well-enunciated competencies and objectives and uses the principles of transformational learning; it intentionally includes an array of T/L methods to reach its objectives (Ladhani et al, 2015). This application paper describes in detail the intentionally planned FAIMER leadership curriculum design (sequence and learning focus level); content (topic and learning objectives);…”

FAIMER Global Faculty Development: A Sustainable Partnership Model to Advance Health Professions Education

“…Designed to prepare program participants (fellows) to act as educational change agents and leaders, 17 the IFI program uses interactive transformative learning experiences. 1,18 The FAIMER learning model (Figure 1) shows the 4 curriculum themes of IFI: education methods, leadership and management, educational scholarship and research, and project management and evaluation.…”

Building Global Leadership to Optimize the Future of Traditional and Alternative Medicine

“…In the short-term, measures include a comparison of the use of a health care service from one period to another; or changes in the knowledge, attitudes, and receptivity of the health care services by a patent or client group. The content of a leadership development program includes designed learning for reflective practice, professional conversations, and building community [102][103][104][105][106][107][108][109][110][111][112][113][114][115][116][117][118][119][120][121]. Learning leadership includes leadership practices to describe and quantify the leadership of individuals and to characterize the leadership of the TAM community; secondly, leadership education requires attention to design of leadership experiences that resonate and build confidence to lead; and thirdly, formation of a community of leaders who advocate and further leadership development.…”