keyword
MENU ▼
Read by QxMD icon Read
search

"Faculty development"

keyword
https://www.readbyqxmd.com/read/28922842/on-faculty-development-of-stem-inclusive-teaching-practices
#1
Bryan M Dewsbury
Faculty development of inclusive teaching practices has become more common in response to significant differences in STEM student retention between underrepresented minorities in the USA and students from other ethnic groups. Approaches to solve this have shifted from focusing on student deficits to changing campus culture, including the mindsets of instructors who teach STEM courses. In this article, I argue that based on the literature informing the conceptual frameworks used for faculty development in inclusive teaching, faculty developers should reframe the message of their workshops to focus participants more on the scope of the journey, and shift the direction of overall efforts some to redevelop pedagogical training at the graduate and postdoc levels...
October 2, 2017: FEMS Microbiology Letters
https://www.readbyqxmd.com/read/28902636/providing-successful-faculty-development-to-graduate-medical-education-program-directors
#2
Alisa Nagler, Kathryn M Andolsek, Mariah Rudd, Catherine M Kuhn
No abstract text is available yet for this article.
September 11, 2017: International Journal of Medical Education
https://www.readbyqxmd.com/read/28876995/benefits-and-challenges-of-developing-a-customized-rubric-for-curricular-review-of-a-residency-program-in-laboratory-animal-medicine
#3
Tiffany L Whitcomb, Ronald P Wilson
Rigorous curricular review of post-graduate veterinary medical residency programs is in the best interest of program directors in light of the requirements and needs of specialty colleges, graduate school administrations, and other stakeholders including prospective students and employers. Although minimum standards for training are typically provided by specialty colleges, mechanisms for evaluation are left to the discretion of program directors. The paucity of information available describing best practices for curricular assessment of veterinary medical specialty training programs makes resources from other medical fields essential to informing the assessment process...
2017: Journal of Veterinary Medical Education
https://www.readbyqxmd.com/read/28870021/characteristics-of-medical-teachers-using-student-centered-teaching-methods
#4
Kyong-Jee Kim, Jee-Young Hwang
PURPOSE: This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. METHODS: A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles...
September 2017: Korean Journal of Medical Education
https://www.readbyqxmd.com/read/28862477/new-national-curricula-guidelines-that-support-the-use-of-interprofessional-education-in-the-brazilian-context-an-analysis-of-key-documents
#5
José Rodrigues Freire Filho, Marcelo Viana Da Costa, Aldaísa Cassanho Forster, Scott Reeves
The National Curricular Guidelines (NCGs) are important documents for understanding the history of academic health professions education in Brazil. Key policies within the NCGs have helped to reorient health professions education and have stimulated curricular changes, including active learning methodologies and more integrated teaching-service environments, and, more recently, have introduced interprofessional education (IPE) in both undergraduate and postgraduate sectors. This article presents the findings of a study that examined the NCGs for nursing, dentistry, and medicine courses as juridical foundations for adopting strategies that promote IPE across higher education institutions in Brazil...
September 1, 2017: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/28838948/pediatric-training-faculty-and-resident-perceptions-on-teaching-high-value-cost-conscious-care-a-multi-institutional-study
#6
Brian C King, Jennifer DiPace, Monique Naifeh, Hoda Hammad, Linda M Gerber, Erika Abramson
BACKGROUND AND OBJECTIVES: High-value, cost-conscious care (HVCCC) is care that promotes optimal patient outcomes while reducing unnecessary costs. Teaching to promote HVCCC is essential, yet little research has assessed the dual perspectives of residents and faculty on this topic. Our aim was to investigate pediatric resident and faculty perspectives of HVCCC training and role modeling to more effectively promote curriculum and faculty development on this subject. METHODS: Pediatric residents and teaching faculty in 2 academic medical centers were surveyed during the 2015-2016 academic year...
August 24, 2017: Hospital Pediatrics
https://www.readbyqxmd.com/read/28830280/how-physicians-teach-in-the-clinical-setting-the-embedded-roles-of-teaching-and-clinical-care
#7
Yvonne Steinert, Mandeep Basi, Peter Nugus
BACKGROUND: Clinical teaching lies at the heart of medical education. However, few studies have explored the embedded nature of teaching and clinical care. The goal of this study was to examine the process of clinical teaching as it naturally, and spontaneously, unfolds in a broad range of authentic contexts with medical students and residents. METHODS: This focused ethnographic study consisted of 160 hours of participant observation and field interviews with three internal medicine teams...
August 22, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28830279/work-engagement-in-health-professions-education
#8
Joost W van den Berg, Nicole J J M Mastenbroek, Renée A Scheepers, A Debbie C Jaarsma
Work engagement deserves more attention in health professions education because of its positive relations with personal well-being and performance at work. For health professions education, these outcomes have been studied on various levels. Consider engaged clinical teachers, who are seen as better clinical teachers; consider engaged residents, who report committing fewer medical errors than less engaged peers. Many topics in health professions education can benefit from explicitly including work engagement as an intended outcome such as faculty development programs, feedback provision and teacher recognition...
August 22, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28821257/evaluation-of-large-group-lectures-in-medicine-development-of-the-setmed-l-student-evaluation-of-teaching-in-medical-lectures-questionnaire
#9
Tjark Müller, Diego Montano, Herbert Poinstingl, Katharina Dreiling, Sarah Schiekirka-Schwake, Sven Anders, Tobias Raupach, Nicole von Steinbüchel
BACKGROUND: The seven categories of the Stanford Faculty Development Program (SFDP) represent a framework for planning and assessing medical teaching. Nevertheless, so far there is no specific evaluation tool for large-group lectures that is based on these categories. This paper reports the development and psychometric validation of a short German evaluation tool for large-group lectures in medical education (SETMED-L: 'Student Evaluation of Teaching in MEDical Lectures') based on the SFDP-categories...
August 18, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28817439/faculty-development-for-the-operating-room-an-examination-of-the-effectiveness-of-an-intraoperative-teaching-course-for-surgeons
#10
Aimee K Gardner, Matthew D Timberlake, Brian J Dunkin
OBJECTIVE: We describe a half-day faculty development course designed to equip surgical educators with evidence-based teaching frameworks shown to promote learning in the operating room (OR). We hypothesize that participating faculty will deliver improved instruction as perceived by residents. METHODS: Residents anonymously rated faculty teaching behaviors among whom they had recently worked in the OR (minimum 3 cases in preceding 6 months) using the Briefing - Intraoperative teaching - Debriefing Assessment Tool (BIDAT; 1 = never, 5 = always)...
August 16, 2017: Annals of Surgery
https://www.readbyqxmd.com/read/28812957/examining-gender-bias-in-the-feedback-shared-with-family-medicine-residents
#11
Chantal Loeppky, Oksana Babenko, Shelley Ross
OBJECTIVES: Competency-based education places increasing emphasis on formative feedback to learners as part of the assessment process. We wished to determine if gender bias was present in the feedback shared with post-graduate medical trainees (residents) in a two-year family medicine residency program at a Canadian university. METHODS: We performed secondary data analyses of documented feedback (FieldNotes) extracted from the Competency-Based Achievement System database...
August 16, 2017: Education for Primary Care
https://www.readbyqxmd.com/read/28811044/learning-how-to-teach-one-a-needs-assessment-of-the-state-of-faculty-development-within-the-consortium-of-the-american-college-of-surgeons-accredited-education-institutes
#12
John T Paige, Nehal N Khamis, Jeffrey B Cooper
BACKGROUND: Developing faculty competencies in curriculum development, teaching, and assessment using simulation is critical for the success of the Consortium of the American College of Surgeons Accredited Education Institutes program. The state of and needs for faculty development in the Accredited Education Institute community are unknown currently. The Faculty Development Committee of the Consortium of the Accredited Education Institutes conducted a survey of Accredited Education Institutes to ascertain what types of practices are used currently, with what frequency, and what needs are perceived for further programs and courses to guide the plan of action for the Faculty Development Committee...
August 12, 2017: Surgery
https://www.readbyqxmd.com/read/28795973/the-academy-of-master-clinicians-recognition-of-clinical-excellence-within-an-academic-medical-center
#13
John H Glick, Victoria Mulhern, Kim M Olthoff, Jack Ende
PROBLEM: Academic health centers face increasing challenges in pursuing and maintaining clinical excellence in their tripartite mission. At Penn Medicine, an institution-wide strategic planning process was initiated in 2012. Among the recommendations that arose from that process was to enhance the recognition of Penn Medicine's most outstanding clinicians. The Academy of Master Clinicians (AoMC) was founded in 2013. APPROACH: The ad hoc committee charged with the development and implementation of the AoMC provided a mission statement, eligibility criteria, and a process for nomination and selection of AoMC members...
August 8, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28781132/-taking-training-to-the-next-level-the-american-college-of-surgeons-committee-on-residency-training-survey
#14
Richard B Damewood, Patrice Gabler Blair, Yoon Soo Park, Linda K Lupi, Rachel Williams Newman, Ajit K Sachdeva
OBJECTIVE: The American College of Surgeons (ACS) appointed a committee of leaders from the ACS, Association of Program Directors in Surgery, Accreditation Council for Graduate Medical Education, and American Board of Surgery to define key challenges facing surgery resident training programs and to explore solutions. The committee wanted to solicit the perspectives of surgery resident program directors (PDs) given their pivotal role in residency training. DESIGN: Two surveys were developed, pilot tested, and administered to PDs following Institutional Review Board approval...
August 3, 2017: Journal of Surgical Education
https://www.readbyqxmd.com/read/28771776/developing-and-rewarding-teachers-as-educators-and-scholars-remarkable-progress-and-daunting-challenges
#15
David M Irby, Patricia S O'Sullivan
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...
August 3, 2017: Medical Education
https://www.readbyqxmd.com/read/28770891/feedback-in-a-clinical-setting-a-way-forward-to-enhance-student-s-learning-through-constructive-feedback
#16
Amber Shamim Sultan, Muhammad Arif Mateen Khan
Feedback is considered as a dynamic process in which information about the observed performance is used to promote the desirable behaviour and correct the negative ones. The importance of feedback is widely acknowledged, but still there seems to be inconsistency in the amount, type and timing of feedback received from the clinical faculty. No significant effort has been put forward from the educator end to empower the learners with the skills of receiving and using the feedback effectively. Some institutions conduct faculty development workshops and courses to facilitate the clinicians on how best to deliver constructive feedback to the learners...
July 2017: JPMA. the Journal of the Pakistan Medical Association
https://www.readbyqxmd.com/read/28765441/effect-of-faculty-development-activities-on-dental-hygiene-faculty-perceptions-of-and-teaching-about-motivational-interviewing-a-pilot-study
#17
Michelle Arnett, Dina Korte, Philip S Richards, Berna Saglik, L Susan Taichman, Janet S Kinney, Anne E Gwozdek
The aims of this pilot study were to assess dental hygiene faculty members' perceptions of the importance of motivational interviewing (MI) and their confidence in teaching students about MI and to determine the effect of MI training sessions on those perceptions. Participants were a convenience sample of all 16 dental hygiene faculty members who teach in the clinic at the University of Michigan School of Dentistry. Participants' perceptions were assessed prior to a workshop in MI (pretest), immediately after the workshop (posttest 1), and eight months after the workshop, at the end of the academic year (posttest 2)...
August 2017: Journal of Dental Education
https://www.readbyqxmd.com/read/28765439/will-a-short-training-session-improve-multiple-choice-item-writing-quality-by-dental-school-faculty-a-pilot-study
#18
Mark A Dellinges, Donald A Curtis
Faculty members are expected to write high-quality multiple-choice questions (MCQs) in order to accurately assess dental students' achievement. However, most dental school faculty members are not trained to write MCQs. Extensive faculty development programs have been used to help educators write better test items. The aim of this pilot study was to determine if a short workshop would result in improved MCQ item-writing by dental school faculty at one U.S. dental school. A total of 24 dental school faculty members who had previously written MCQs were randomized into a no-intervention group and an intervention group in 2015...
August 2017: Journal of Dental Education
https://www.readbyqxmd.com/read/28765438/dental-faculty-members-pedagogic-beliefs-and-curriculum-aims-in-problem-based-learning-an-exploratory-study
#19
HsingChi von Bergmann, Judith Walker, Kirsten R Dalrymple, Charles F Shuler
The aims of this exploratory study were to explore dental faculty members' views and beliefs regarding knowledge, the dental profession, and teaching and learning and to determine how these views related to their problem-based learning (PBL) instructional practices. Prior to a PBL in dental education conference held in 2011, all attendees were invited to complete a survey focused on their pedagogical beliefs and practices in PBL. Out of a possible 55 participants, 28 responded. Additionally, during the conference, a forum was held in which preliminary survey findings were shared and participants contributed to focus group data collection...
August 2017: Journal of Dental Education
https://www.readbyqxmd.com/read/28746138/faculty-resident-co-learning-a-longitudinal-exploration-of-an-innovative-model-for-faculty-development-in-quality-improvement
#20
Brian M Wong, Joanne Goldman, Jeannette M Goguen, Christian Base, Leahora Rotteau, Elaine Van Melle, Ayelet Kuper, Kaveh G Shojania
PURPOSE: To examine the effectiveness of co-learning, wherein faculty and trainees learn together, as a novel approach for building quality improvement (QI) faculty capacity. METHOD: From July 2012 through September 2015, the authors conducted 30 semistructured interviews with 23 faculty participants from the Co-Learning QI Curriculum of the Department of Medicine, Faculty of Medicine, University of Toronto, and collected descriptive data on faculty participation and resident evaluations of teaching effectiveness...
August 2017: Academic Medicine: Journal of the Association of American Medical Colleges
keyword
keyword
99990
1
2
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read
×

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"