The Stanford faculty development program: A dissemination approach to faculty development for medical teachers

Skeff, Kelley M.; Stratos, Georgette A.; Bergen, Merlynn R.; Albright, Cheryl L.; Berman, Judith; Farquhar, John W.; Sox, Harold C.

doi:10.1080/10401339209539559

Cited by 60 publications

(43 citation statements)

References 5 publications

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“…For most participants, their sense of self-confidence in their many roles as educators fluctuated throughout the program. This waxing and waning of self-confidence has been similarly described by other educational researchers (Skeff et al 1992;Lown et al 2009). In general, however, participants described being empowered by a growing self-confidence -empowered to experiment with new educational roles they were previously reluctant to embrace.…”

Section: Personalmentioning

confidence: 63%

Who am I? Key influences on the formation of academic identity within a faculty development program

et al. 2012

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Introduction: Professional identity encompasses how individuals understand themselves, interpret experiences, present themselves, wish to be perceived, and are recognized by the broader professional community. For health professional and health science educators, their 'academic' professional identity is situated within their academic community and plays an integral role in their well being and productivity. This study aims to explore factors that contribute to the formation and growth of academic identity (AI) within the context of a longitudinal faculty development program. Methods: Using a qualitative case study approach, data from three cohorts of a 2-year faculty development program were explored and analyzed for emerging issues and themes related to AI. Results: Factors salient to the formation of AI were grouped into three major domains: personal (cognitive and emotional factors unique to each individual); relational (connections and interactions with others); and contextual (the program itself and external work environments). Discussion: Faculty development initiatives not only aim to develop knowledge, skills, and attitudes, but also contribute to the formation of academic identities in a number of different ways. Facilitating the growth of AI has the potential to increase faculty motivation, satisfaction, and productivity. Faculty developers need to be mindful of factors within the personal, relational, and contextual domains when considering issues of program design and implementation.

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Section: Personalmentioning

confidence: 63%

Who am I? Key influences on the formation of academic identity within a faculty development program

et al. 2012

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“…During the first 2 hours of each session, 1 or 2 modules cover inpatient geriatric medicine content. The remaining 2 hours are devoted to modules consisting of the Stanford FDP for Medical Teachers: Improving Clinical Teaching (first 7 sessions) 15,16 and a course developed for the CHAMP FDP named ''Teaching on Today's Wards'' (remaining 5 sessions).…”

Section: Methodsmentioning

confidence: 99%

“…The Stanford FDP for Medical Teachers. 15,16 This established teaching skills course uses case scenarios and practice sessions to hone skills in key elements of teaching: learning climate, control of (1) to improve bedside teaching in the specific setting of the inpatient wards; (2) to increase the amount of geriatric medicine content taught by nongeriatrics faculty during bedside rounds; and (3) to teach the specific ACGME core competencies of professionalism, communication, practice-based learning and improvement, and systems-based practice during ward rounds ( Table 2). Session one of ''Teaching on Today's Wards'' takes the Faculty Scholars through an exploration of their teaching process on a postcall day using process mapping.…”

Section: Teaching Contentmentioning

confidence: 99%

The Curriculum for the Hospitalized Aging Medical Patient program: A collaborative faculty development program for hospitalists, general internists, and geriatricians

Podrazik

Levine

Smith

et al. 2008

Journal of Hospital Medicine

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BACKGROUND:The University of Chicago Curriculum for the Hospitalized Aging Medical Patient (CHAMP) faculty development program (FDP) is targeted at hospitalists and other internists who teach residents and students in the hospital setting. The aim of CHAMP is to increase the quantity and quality of teaching of geriatric medicine pertinent to the inpatient setting.METHODS:Hospitalist and general internist faculty members who attend on the University of Chicago Medicine teaching service were invited to participate. The CHAMP FDP consisted of twelve 4‐hour sessions. Two hours of each session covered inpatient geriatrics content, and 2 hours addressed improving clinical teaching (both general teaching skills and challenges specific to the inpatient wards) and teaching the Accreditation Council for Graduate Medical Education core competencies with geriatrics content. The evaluation included a self‐report survey of the impact on the graduates' teaching and clinical practice.RESULTS:The FDP was piloted in early 2004 with a core group of geriatrics and hospitalist faculty. Three subsequent cohorts totaling 29 hospitalist and general internal medicine faculty members completed the FDP by the fall of 2006. Faculty participants evaluated the program positively, and significant improvements in knowledge, attitudes to geriatrics, and perceived behavior in teaching and practicing geriatrics skills were found.CONCLUSIONS:The integration of teaching techniques and geriatrics content was enthusiastically accepted by University of Chicago hospitalists and general internists who teach residents and medical students in the inpatient setting. The program has potential for widespread suitability to all teaching faculty who care for the older hospitalized patient. Journal of Hospital Medicine 2008. © 2008 Society of Hospital Medicine.

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“…In studies involving community and university faculty, participants have rated their training as more beneficial than anticipated, indicating that faculty may underestimate the usefulness of the methods prior to participation. 7,14,18 One criticism of these findings is that participants are usually volunteers and, therefore, could be biased toward favorable reviews. However, in one study, essentially all potential participants volunteered, indicating that faculty-development methods may be useful to the faculty at large.…”

mentioning

confidence: 99%

“…First, in evaluating many faculty-development programs, clinical teachers rate the experience as useful, and they recommend their experience to colleagues. 6,7 Second, evaluation measures show that such programs can improve teachers' knowledge, skills, and attitudes. These measures include improvements in the following: self-reported knowledge and the use of educational terms before and after training, 8 retrospective ratings of knowledge and skills, 9,10 teacher ratings of self-efficacy in teaching specific content, 11 teacher behavior during problem-based tutorials, 12 teacher beliefs regarding problem-based methods, 13 ratings from videotapes of participants' teaching, 3 and attitudes toward collaboration between community faculty and university programs.…”

mentioning

confidence: 99%

Faculty development a resource for clinical teachers

et al. 1997

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The Stanford faculty development program: A dissemination approach to faculty development for medical teachers

Cited by 60 publications

References 5 publications

Who am I? Key influences on the formation of academic identity within a faculty development program

Who am I? Key influences on the formation of academic identity within a faculty development program

The Curriculum for the Hospitalized Aging Medical Patient program: A collaborative faculty development program for hospitalists, general internists, and geriatricians

Faculty development a resource for clinical teachers

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