Towards organizational development for sustainable high-quality medical
            teaching

Engbers, Rik; Caluwe, L.I.A. de; Stuyt, P.M.J.; Fluit, Cornelia; Bolhuis, Sanneke

doi:10.1007/s40037-013-0043-6

Cited by 22 publications

(16 citation statements)

References 17 publications

(17 reference statements)

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“…Another example of a competency‐based recognition programme is the Royal College of Physicians and Surgeons of Canada Diploma programme for clinician educators, which is certification for a focused area of competence . Research related to teacher qualification programmes is just beginning with studies on the impact of such policies and on the participants …”

Section: Train Teachers As Educators Not Content Experts Alonementioning

confidence: 99%

“…51,52 Another example of a competencybased recognition programme is the Royal College of Physicians and Surgeons of Canada Diploma programme for clinician educators, which is certification for a focused area of competence. 53 Research related to teacher qualification programmes is just beginning with studies on the impact of such policies 54,55 and on the participants. 56 In summary, the key components of educator knowledge, skills for practice and identity formation as educators are known, as are the strategies for their development.…”

Section: Certifying Teachers In Higher Educationmentioning

confidence: 99%

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Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges

Irby¹,

O’Sullivan²

2017

Med Educ

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Context This article describes the scholarly work that has addressed the fifth recommendation of the 1988 World Conference on Medical Education: ‘Train teachers as educators, not content experts alone, and reward excellence in this field as fully as excellence in biomedical research or clinical practice’. Progress Over the past 30 years, scholars have defined the preparation needed for teaching and other educator roles, and created faculty development delivery systems to train teachers as educators. To reward the excellence of educators, scholars have expanded definitions of scholarship, defined educator roles and criteria for judging excellence, and developed educator portfolios to make achievements visible for peer review. Despite these efforts, the scholarship of discovery continues to be more highly prized and rewarded than the scholarship of teaching. These values are deeply embedded in university culture and policies. Challenges To remedy the structural inequalities between researchers and educators, a holistic approach to rewarding the broad range of educational roles and educational scholarship is needed. This requires strong advocacy to create changes in academic rewards and support policies, provide a clear career trajectory for educators using learning analytics, expand programmes for faculty development, support health professions education scholarship units and academies of medical educators, and create mechanisms to ensure high standards for all educators.

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Section: Train Teachers As Educators Not Content Experts Alonementioning

confidence: 99%

Section: Certifying Teachers In Higher Educationmentioning

confidence: 99%

Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges

Irby¹,

O’Sullivan²

2017

Med Educ

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“…Ao longo de três anos, muitas habilidades necessitam ser adquiridas pelo especialista em formação, e os médicos assistentes e preceptores, que atuam diretamente nessa formação, desempenham papel crucial 18 . Entretanto, nem sempre existe uma reflexão sobre o papel desses formadores.…”

Section: Discussionunclassified

Validação de questionário para avaliar a vivência e autoconfiança nas emergências na assistência ao parto vaginal

Nomura¹,

Novoa²,

Pimenta³

et al. 2014

Rev. Bras. Ginecol. Obstet.

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ResumoOBJETIVO: Validar questionário para conhecer e descrever a percepção dos médicos especialistas em ginecologia e obstetrícia quanto à vivência e autoconfiança no atendimento de emergências no parto vaginal. MÉTODOS: Estudo prospectivo de validação de instrumento constituído por afirmativas sobre atendimento nas emergências: parto pélvico (n=23), distocia de ombros (n=20), hemorragia pós-parto (n=24), parto fórcipe (n=32) e vácuo extrator (n=5). Os participantes opinaram sobre cada item segundo escala de Likert (0=discordo plenamente, 1=discordo parcialmente, 2=indiferente, 3=concordo parcialmente e 4=concordo plenamente). O questionário foi aplicado a 12 especialistas em ginecologia e obstetrícia esperando-se encontrar nível de compreensão superior a 80%. Uma escala de cinco pontos foi empregada para avaliar a compreensão de cada questão (de 0=não entendi nada a 5=entendi perfeitamente e não tenho dúvidas). Valores acima de 4 foram considerados indicadores de compreensão suficiente. O instrumento utilizado foi especialmente elaborado para atender às especificidades demandadas. A análise da confiabilidade interna foi pelo coeficiente alfa de Cronbach. Para a validação externa foram calculadas a proporção de itens com plena compreensão, por cada grupo. Para fins de investigação, o alfa deve ser maior do que 0,7. RESULTADOS: Os participantes apresentavam média de idade de 33,3 anos, com desvio padrão (DP) de 5,0 anos, e tempo de formado médio de 5,8 anos (DP=1,3anos). Todos eram especialistas com residência médica em Ginecologia e Obstetrícia. A média da proporção de participantes que compreenderam plenamente os itens de cada emergência estudada foi: parto pélvico 97,3%, distocia de ombros 96,7%, hemorragia pós-parto 99,7%, parto fórcipe 97,4%, e vácuo extrator 98,3%. Os resultados do alfa de Cronbach, para os itens de cada emergência estudada, foram: parto pélvico 0,85, sendo o limite inferior do intervalo de confiança de 95% (IC95%) 0,72, distocia de ombros 0,74 (limite inferior do IC95%=0,51), hemorragia pós-parto 0,79 (limite inferior do IC95%=0,61), parto fórcipe 0,96 (limite inferior do IC95%=0,92), e vácuo extrator 0,90 (limite inferior do IC95%=0,79). CONCLUSÃO: O questionário validado é instrumento útil para conhecer e descrever a percepção do médico quanto à vivência e autoconfiança no atendimento de emergências na assistência ao parto vaginal. Abstract PURPOSE:To validate a questionnaire to be applied in order to learn and describe the perceptions of specialists in obstetrics and gynecology about their experience and self-confidence in the emergency care for vaginal delivery. METHODS: This was a prospective study for the validation of an instrument that contains statements about emergency obstetrical care: breech delivery (n=23), shoulder dystocia (n=20), postpartum haemorrhage (n=24), forceps delivery (n=32), and vacuum extractor (n=5). Participants gave their opinions on each item by applying the Likert scale (0=strongly disagree, 1=partially disagree, 2=indifferent, 3=partially agree and 4=strong...

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“…Although there is an ongoing debate about the best strategy to evaluate a CoP, experts agree on the necessity of regularly listening to members to identify areas for improvement and understand the impact of CoP activities on the institution as a whole (Wenger and Snyder 2000). More specific evaluations can rely on teachers' satisfaction, career development of members, execution and implementation of innovation projects, students' satisfaction, educational outcomes, patients' satisfaction, clinical outcomes, and so forth (Vescio et al 2008;Molenaar et al 2009;Engbers et al 2013;Molenaar and Zanting 2015). Noteworthy, it is essential that a transparent evaluation process parallel any activity developed in the context of the CoP, so that the institution and CoP members could reflect on their own development, generating insights for next steps (Verburg and Andriessen 2006;Power et al 2018).…”

Section: Tip 12 -Evaluate the Copmentioning

confidence: 99%

Twelve tips for implementing a community of practice for faculty development

2019

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Teaching and learning practices often fail to incorporate new concepts in the ever-evolving field of medical education. Although medical education research provides new insights for curricular development, learners' engagement, assessment methods, professional development, interprofessional education, and so forth, faculty members often struggle to modernize their teaching practices. Communities of practice (CoP) for faculty development offer an effective and sustainable approach for knowledge management and implementation of best practices. A successful CoP creates and shares knowledge in the context of a specific practice towards the development of expertise. CoPs' collaborative nature, based on the cocreation of practical solutions to daily problems, aligns well with the goals of applying best practices in health professions education and training new faculty members. In our article, we share 12 tips for implementing a community of practice for faculty development. The tips were based on a comprehensive literature review and the authors' experiences.

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Towards organizational development for sustainable high-quality medical teaching

Cited by 22 publications

References 17 publications

Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges

Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges

Validação de questionário para avaliar a vivência e autoconfiança nas emergências na assistência ao parto vaginal

Twelve tips for implementing a community of practice for faculty development

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