Transferability of faculty development resources

Olupeliyawa, Asela; Venkateswaran, Sunil Pazhayanur; Wai, Nyunt; Mendis, Kumara; Flynn, Elizabeth A.; Hu, Wendy

doi:10.1111/tct.13024

Cited by 6 publications

(4 citation statements)

References 7 publications

(19 reference statements)

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“…The importance of contextual influences on ME practice is well recognised, with emerging examples in faculty development (Olupeliyawa et al 2020). As our study shows, using TPA theory can identify what these influences are and can help to explain how they have led to the current situation in particular contexts.…”

Section: Discussionmentioning

confidence: 72%

Advancing careers in medical education: ‘Practice architectures’ for success in a resource-constrained setting

Olupeliyawa

Stalmeijer

2021

Medical Teacher

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Section: Discussionmentioning

confidence: 72%

Advancing careers in medical education: ‘Practice architectures’ for success in a resource-constrained setting

Olupeliyawa

Stalmeijer

2021

Medical Teacher

Self Cite

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“…Regardless of the strategy to ultimately foster global medical education, it is essential to develop sustainable, culturally influential, and transferable models worldwide that support the growth of health profession educators from early- to late career through collaboration, partnership, and sharing of resources. 28 …”

Section: Tip 11mentioning

confidence: 99%

Twelve Tips to Succeed as Health Profession Clinical Educator in Resource-Limited Settings

Alismail,

Esteitie,

Leon-Astudillo

et al. 2024

AMEP

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Health professions education is one of the pillars of academic medicine; however, clinical educators often lack the appropriate resources to succeed in this field. Examples of these challenges include: lack of support for faculty development, mentorship, and high cost of resources, when available. In addition, challenges such as the Coronavirus disease (COVID-19) pandemic can affect healthcare personnel who are already struggling to provide adequate patient care while attempting to succeed in the role of educator and supervisor of trainees. Clinical educators face more challenges particularly in low-middle income countries as the limitations are more prominent and become key barriers to success. Similarly, due to COVID-19, these challenges can be far more evident in disadvantaged geographical, economic, and academic environments even in the United States. Herein, in this perspective paper, we define resource-limited settings in medical education, provide an overview of the most common barriers to career development as a clinical educator, and offer practical strategies to overcome some of these shortcomings.

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“…IFDPs refer to two types of programs: those that bring together participants from different countries around the world [3,4,6,7] and those that include the transfer of a faculty development program from one country to another [5,[11][12][13][14][15]. A scoping review of 24 reports of IFDPs stated that "although close to 50% of these reports acknowledged the importance of national contexts or cultural norms and beliefs", cultural issues in IFDPs have not been systematically studied [1].…”

Section: Introductionmentioning

confidence: 99%

Understanding and Embracing Culture in International Faculty Development

Hejri¹,

Vyas²,

Burdick³

et al. 2023

Perspect Med Educ

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Introduction: Research on international faculty development programs (IFDPs) has demonstrated many positive outcomes; however, participants’ cultural backgrounds, beliefs, and behaviors have often been overlooked in these investigations. The goal of this study was to explore the influences of culture on teaching and learning in an IFDP. Method: Using interpretive description as the qualitative methodology, the authors conducted semi-structured interviews with 15 Fellows and 5 Faculty of a US-based IFDP. The authors iteratively performed a constant comparative analysis to identify similar patterns and themes. Transformative Learning Theory informed the analysis and interpretation of the results. Results: This research identified three themes related to the influences of culture on teaching and learning. First, cultural differences were not seen as a barrier to learning; instead, they tended to act as a bridge to cultural awareness and network building. Second, some cultural differences produced a sense of unease and uncertainty, which led to adaptations, modifications, or mediation. Third, context mattered, as participants’ perspectives were also influenced by the program culture and their professional backgrounds and experiences. Discussion: The cultural diversity of health professions educators in an IFDP did not impede learning. A commitment to future action, together with the ability to reflect critically and engage in dialectical discourse, enabled participants to find constructive solutions to subtle challenges. Implications for faculty development included the value of enhanced cultural awareness and respect, explicit communication about norms and expectations, and building on shared professional goals and experiences.

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Transferability of faculty development resources

Abstract: This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record.

Cited by 6 publications

References 7 publications

Advancing careers in medical education: ‘Practice architectures’ for success in a resource-constrained setting

Advancing careers in medical education: ‘Practice architectures’ for success in a resource-constrained setting

Twelve Tips to Succeed as Health Profession Clinical Educator in Resource-Limited Settings

Understanding and Embracing Culture in International Faculty Development

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