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"Faculty development"

Tracy A Ortelli
AIM: This quantitative study examined the first-time pass/fail performance of 2,673 academic nurse educators who took the certified nurse educator (CNE) examination between September 28, 2005 and September 30, 2011. BACKGROUND: This is the first research study designed to analyze candidates' first-time pass/fail performance on the CNE examination. METHOD: Descriptive statistics, chi-square test of independence, Pearson's r statistic, and binary logistic regression were performed...
July 2016: Nursing Education Perspectives
Annette R Waznonis
AIM: A study was conducted to describe simulation debriefing practices of faculty in accredited, traditional, baccalaureate nursing programs in the United States. BACKGROUND: Best debriefing practices include debriefing by a competent facilitator in a safe environment using a structured framework. Yet, structured frameworks and evaluation of debriefing are lacking in nursing education. METHOD: This article reports the interview findings from the qualitative component of a large-scale mixed-methods study...
September 2016: Nursing Education Perspectives
Karen Hande, Linda Beuscher, Terri Allison, Julia Phillippi
Doctor of nursing practice (DNP) faculty advisers help students navigate academic challenges, professional development, and leadership opportunities while earning a DNP degree. Student needs during DNP education are unique from other programs and require careful advising to address common challenges. This article links student needs with advising competencies and presents strategies for faculty development and support.
October 5, 2016: Nurse Educator
Angel K Chen, Josette Rivera, Nicole Rotter, Emily Green, Susan Kools
With the shift towards interprofessional education to promote collaborative practice, clinical preceptors are increasingly working with trainees from various professions to provide patient care. It is unclear whether and how preceptors modify their existing precepting approach when working with trainees from other professions. There is little information on strategies for this type of precepting, and how preceptors may foster or impede interprofessional collaboration. The purpose of this qualitative description pilot study was to identify current methods preceptors use to teach trainees from other professions in the clinical setting, particularly advanced practice nursing and medical trainees, and to identify factors that support or impede this type of precepting...
September 28, 2016: Nurse Education in Practice
Zalika Klemenc-Ketis, Igor Svab, Marija Petek-Ster, Mateja Bulc, Josephine Buchanan, Henry Finnegan, Jaime Correia de Sousa, John Yaphe
The international Bled course for teacher training has played a central role in faculty development in family medicine for the past 25 years. The course was originally designed to promote faculty development for family medicine teachers in the new academic discipline of family medicine in Slovenia in 1990 and to introduce new topics into the family medicine curriculum. In this background paper, we perform a SCOT analysis (strengths, challenges, opportunities, and threats) of the current course, evaluating participant feedback and reviewing past topics and their impact on local and international teaching programmes...
October 5, 2016: European Journal of General Practice
David R Topor, David H Roberts
No abstract text is available yet for this article.
September 2016: Medical Science Educator
Terence A Imbery, Nicholas Diaz, Kristy Greenfield, Charles Janus, Al M Best
Preclinical fixed prosthodontics is taught by Department of Prosthodontics faculty members at Virginia Commonwealth University School of Dentistry; however, 86% of all clinical cases in academic year 2012 were staffed by faculty members from the Department of General Practice. The aims of this retrospective study were to quantify the quality of impressions, accuracy of laboratory work authorizations, and most common errors and to determine if there were differences between the rate of errors in cases supervised by the prosthodontists and the general dentists...
October 2016: Journal of Dental Education
Terence A Imbery, Kristy Greenfield, Nicholas Diaz, Charles Janus, Al M Best
The aim of this retrospective study was to quantify differences between general dentists and prosthodontists regarding appointments, treatment time, impressions, and preoperative diagnostic data in teaching predoctoral clinical fixed prosthodontics. Electronic dental records (n=356) of patients treated at one dental school in academic year 2012 were randomly selected for review to obtain the following data: faculty and student demographics, number of appointments and treatment time from preparation to cementation, number of impressions made, completion of oral disease control treatment (ODCT), and presence of preoperative periapical radiographs and diagnostic casts...
October 2016: Journal of Dental Education
Damon Sakai, Richard Kasuya, Sheri Fong, Ivy Asano
No abstract text is available yet for this article.
September 2016: Hawai'i Journal of Medicine & Public Health: a Journal of Asia Pacific Medicine & Public Health
Shmuel Reis, Jacob Urkin, Rachel Nave, Rosalie Ber, Amitai Ziv, Orit Karnieli-Miller, Dafna Meitar, Peter Gilbey, Dror Mevorach
ABSTRACT: We reviewed the existing programs for basic medical education (BME) in Israel as well as their output, since they are in a phase of reassessment and transition. The transition has been informed, in part, by evaluation in 2014 by an International Review Committee (IRC). The review is followed by an analysis of its implications as well as the emergent roadmap for the future. The review documents a trend of modernizing, humanizing, and professionalizing Israeli medical education in general, and BME in particular, independently in each of the medical schools...
2016: Israel Journal of Health Policy Research
Clayton Dyck, Brent Kvern, Edith Wu, Ryan McKee, Lynda Redwood-Campbell
At a global level, institutions and governments with remarkably different cultures and contexts are rapidly developing family medicine centred health and training programmes. Institutions with established family medicine programmes are willing to lend expertise to these global partners but run the risk of imposing a postcolonial, directive approach when providing consultancy and educational assistance. Reflecting upon a series of capacity building workshops in family medicine developed by the Besrour Centre Faculty Development Working Group, this paper outlines approaches to the inevitable challenges that arise between healthcare professionals and educators of differing contexts when attempting to share experience and expertise...
September 2016: Education for Primary Care
Rita Mojtahedzadeh, Aeen Mohammadi
BACKGROUND: Teachers' self-efficacy and development may be conceptualized as their beliefs in their own ability to plan, organize and carry out activities that are required to attain educational goals. In this study, we examined the effect of different medical education training courses (six-day, one- month short- term and sixmonth long- term courses) on perceived self-efficacy and development. METHODS: This before-after quasi-experimental study was performed on 39 faculty members of Tehran University of Medical Sciences who participated in faculty development courses in 2013...
2016: Medical Journal of the Islamic Republic of Iran
Christoph Dybowski, Levente Kriston, Sigrid Harendza
BACKGROUND: High teaching quality and students' corresponding learning progress are the most important indicators of teachers' work performance. Theory and numerous empirical studies indicate that self-efficacy, a person's belief in her or his ability to accomplish a task, is an important predictor of work performance. Accordingly, it can be assumed that teaching self-efficacy also influences teaching performance and students' learning progress with regard to physicians who teach in undergraduate medical education...
2016: BMC Medical Education
Amy B Fraser, Emma J Stodel, Robert Jee, Daniel A Dubois, Alan J Chaput
PURPOSE: Competency-based medical education (CBME) is quickly becoming the dominant organizing principle for medical residency programs. As CBME requires changes in the way medical education is delivered, faculty will need to acquire new skills in teaching and assessment in order to navigate the transition. In this paper, we examine the evidence supporting best practices in faculty development, propose strategies for faculty development for CBME-based residency programs, and discuss the results of faculty development initiatives at the pioneering anesthesia CBME residency program at the University of Ottawa...
September 19, 2016: Canadian Journal of Anaesthesia, Journal Canadien D'anesth├ęsie
Richard L Frierson, Kaustubh G Joshi
The clinical case conference has been a hallmark of undergraduate and graduate medical education for decades and affords attendees the opportunity to hear about interesting and difficult cases and to learn from a discussion of the complexities of diagnosis and treatment. In forensic psychiatry, the complexities in a case conference also extend to the formation of a forensic opinion. The application of the clinical case conference to forensic psychiatry has not been described in the literature, although many fellowship programs engage in this activity...
September 2016: Journal of the American Academy of Psychiatry and the Law
Teresa M Chan, Michael Gottlieb, Abra L Fant, Anne Messman, Daniel W Robinson, Robert R Cooney, Dimitrios Papanagnou, Lalena M Yarris
INTRODUCTION: Scholarship is an essential part of academic success. Junior faculty members are often unfamiliar with the grounding literature that defines educational scholarship. In this article, the authors aim to summarize five key papers which outline education scholarship in the setting of academic contributions for emerging clinician educators. METHODS: The authors conducted a consensus-building process to generate a list of key papers that describe the importance and significance of academic scholarship, informed by social media sources...
September 2016: Western Journal of Emergency Medicine
Jamilia J Blake, Scott Graves, Markeda Newell, Shane R Jimerson
Why is there a need to increase the racial/ethnic diversity of faculty in school psychology? Chiefly, school psychologists serve the most racially/ethnically diverse population: children in US schools. Therefore, developing a knowledge base that is inclusive of this wide range of perspective as well as growing a workforce that is reflective of this diversity is essential to effective service delivery. To achieve this goal, school psychology trainers must develop evidence-based, purposeful efforts to recruit and retain racial/ethnic minority students in doctoral programs...
September 2016: School Psychology Quarterly
Shien Chue
No abstract text is available yet for this article.
September 7, 2016: Medical Teacher
Michael J Metz, Cynthia J Metz, Marcelo T Durski, Sean A Aiken, Theresa G Mayfield, Wei-Shao Lin
The aim of this study was to assess the effectiveness of calibration training of departmental faculty and competency graders using an audience response system on operative dentistry concepts across 12 months. The training sessions were designed to further solidify the process and equilibration of clinical opinions among faculty members and provide a more calibrated grading assessment during patient care for student performance feedback. Four (quarterly) calibration sessions occurred over 12 months in 2015. The first session was considered the baseline (control value) for this study...
September 2016: Journal of Dental Education
Maria C Dolce, Jessica L Holloman, Alison B Goodkind
PURPOSE: Despite mounting evidence of the oral-systemic link, oral health is often treated as a separate entity in health care professional education and training. Faculty attitudes and levels of knowledge and skills related to oral health have been cited as barriers to integration, though no research has reported health care faculty's oral health knowledge and skills or attitudes towards oral health curricular integration. The aim of this study was to assess the oral health knowledge, skills, and attitudes of interdisciplinary health care faculty at a large, metropolitan university...
2016: Journal of Allied Health
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