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

Abstract

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.

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“…Finally, there has been a well-developed longitudinal, mixed methods evaluation plan. Independent soundness has come from external team involvement during the first five years (Burdick et al, 2010;Mennin et al, 2013), and external facilitators for focus groups. Future plans include a study gathering perspectives from deans of Fellows' schools to incorporate another viewpoint.…”

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“…Resources are limited, but some unique strategies have been published for ongoing development of these faculty (Table 5). Longitudinal, project‐based development programs may be ideal for these faculty, given that they provide more flexibility to tailor learning around individual interests and are easier to balance with other time constraints and competing responsibilities 106 …”

Practical Tips for Successful Implementation of Educational Innovations: Project Management Tools for Health Professional Educators

“…Challenges are part of a project and can be dealt with through anticipating and leveraging risks (Mennin et al, 2013). Risks encountered during a project might include, for example, a short-notice upgrade of the essential teaching software, budget cuts, exit of a crucial team member, or sudden loss of a classroom needed for group sessions due to inclement weather.…”

“…Moreover, the application of the project management process on implementation of educational innovations has been recognized for decades (Ball & Cummings, 1973). In addition, faculty and staff development efforts reflect the new obligations and roles of health professional educators to include management and leadership skills that surpass the traditional roles of academic teachers (Mennin, Kalishman, Eklund, Friedman, Morahan & Burdick, 2013;Rizzo, 2016). It has been recognized that project management structures promote implementation of curricula and technology innovations, increase productivity and reduce work stress and interpersonal conflict due to shared responsibility for completing projects.…”