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https://www.readbyqxmd.com/read/28734949/the-program-evaluation-committee-in-action-lessons-learned-from-a-general-surgery-residency-s-experience
#1
Shanley B Deal, Heather Seabott, Lily Chang, Adnan A Alseidi
OBJECTIVE: To evaluate the success of the annual program evaluation process and describe the experience of a Program Evaluation Committee for a General Surgery residency program. DESIGN: We conducted a retrospective review of the Program Evaluation Committee's meeting minutes, data inputs, and outcomes from 2014 to 2016. We identified top priorities by year, characterized supporting data, summarized the improvement plans and outcome measures, and evaluated whether the outcomes were achieved at 1 year...
July 19, 2017: Journal of Surgical Education
https://www.readbyqxmd.com/read/28725786/structured-annual-faculty-review-program-accelerates-professional-development-and-promotion-long-term-experience-of-the-duke-university-medical-center-s-pathology-department
#2
Stanley J Robboy, Roger McLendon
This retrospective observational study on faculty development analyzes the Duke University Pathology Department's 18-year experience with a structured mentoring program involving 51 junior faculty members. The majority had MD degrees only (55%). The percentage of young women faculty hires before 1998 was 25%, increasing to 72% after 2005. Diversity also broadened from 9% with varied heritages before 1998 to 37% since then. The mentoring process pivoted on an annual review process. The reviews generally helped candidates focus much earlier, identified impediments they individually felt, and provided new avenues to gain a national reputation for academic excellence...
January 2017: Acad Pathol
https://www.readbyqxmd.com/read/28720924/overview-of-faculty-development-programs-for-interprofessional-education
#3
REVIEW
Anna Ratka, Joseph A Zorek, Susan M Meyer
Objectives. To describe characteristics of faculty development programs designed to facilitate interprofessional education, and to compile recommendations for development, delivery, and assessment of such faculty development programs. Methods. MEDLINE, CINAHL, ERIC, and Web of Science databases were searched using three keywords: faculty development, interprofessional education, and health professions. Articles meeting inclusion criteria were analyzed for emergent themes, including program design, delivery, participants, resources, and assessment...
June 2017: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/28707640/what-do-faculty-feel-about-teaching-in-this-school-assessment-of-medical-education-environment-by-teachers
#4
Syed Ilyas Shehnaz, Mohamed Arifulla, Jayadevan Sreedharan, Kadayam Guruswami Gomathi
BACKGROUND: Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs...
January 2017: Education for Health: Change in Training & Practice
https://www.readbyqxmd.com/read/28693613/cascading-training-the-trainers-in-ophthalmology-across-eastern-central-and-southern-africa
#5
Melanie C Corbett, Wanjiku Mathenge, Marcia Zondervan, Nick Astbury
BACKGROUND: The Royal College of Ophthalmologists (RCOphth) and the College of Ophthalmology of Eastern Central and Southern Africa (COECSA) are collaborating to cascade a Training the Trainers (TTT) Programme across the COECSA Region. Within the VISION 2020 Links Programme, it aims to develop a skilled motivated workforce who can deliver high quality eye care. It will train a lead, faculty member and facilitator in 8 countries, who can cascade the programme to local trainers. METHODS: In phase 1 (2013/14) two 3-day courses were run for 16/17 selected delegates, by 3 UK Faculty...
July 10, 2017: Globalization and Health
https://www.readbyqxmd.com/read/28678104/exploring-faculty-developers-experiences-to-inform-our-understanding-of-competence-in-faculty-development
#6
Lindsay Baker, Karen Leslie, Danny Panisko, Allyn Walsh, Anne Wong, Barbara Stubbs, Maria Mylopoulos
PURPOSE: Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers' roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. METHOD: A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014...
July 3, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28658396/teaching-in-higher-education-in-nursing-and-identity-construction-entry-career-and-permanence
#7
Carla Natalina da Silva Fernandes, Maria Conceição Bernardo de Mello E Souza
Objective: To identify and analyze the relation between biographical and relational processes in constituting the professional identity of the nursing course faculty in higher education institutions in the state of Goiás, Brazil. Method: This study is a qualitative research, data were collected in 2014, attended by 11 teachers from four nursing courses. A semi-structured interview was used. Data analysis was guided by the thematic content analysis modality and discussions used the theoretical-philosophical framework of Dubar...
June 26, 2017: Revista Gaúcha de Enfermagem
https://www.readbyqxmd.com/read/28658016/leadership-development-programs-at-academic-health-centers-results-of-a-national-survey
#8
Raymond Lucas, Ellen F Goldman, Andrea R Scott, Valerie Dandar
PURPOSE: To identify the prevalence and characteristics of faculty leadership development programs (LDPs) offered by North American academic health centers (AHCs) and to uncover gaps in leadership training. METHOD: Faculty development/affairs deans of the 161 Association of American Medical Colleges member schools were surveyed in 2015 on their approach to faculty leadership training. For AHCs delivering their own training, the survey included questions about LDP participants, objectives, curriculum, delivery, resources, and evaluation...
June 27, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28649448/junior-faculty-core-curriculum-to-enhance-faculty-development
#9
Ronnie Guillet, Robert G Holloway, Robert A Gross, Katie Libby, Janine R Shapiro
INTRODUCTION: Senior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty development, the timing and format of the offerings often conflict with ongoing responsibilities of the faculty, particularly clinical faculty. METHODS: We established a collaboration between the Clinical and Translational Science Institute (CTSI) and the University of Rochester Medical Center Office for Faculty Development with the goal of developing a week-long Junior Faculty Core Curriculum that would better suit faculty schedules...
April 2017: Journal of clinical and translational science
https://www.readbyqxmd.com/read/28638527/taking-sgim-s-teaching-educators-across-the-continuum-of-health-care-on-the-road-a-local-interprofessional-faculty-development-innovation
#10
William G Weppner, Amber K Fisher, Melissa Hagman, Lisa Inouye, India King, C Scott Smith, Andrew P Wilper, Christopher L Knight
No abstract text is available yet for this article.
June 2017: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/28638509/resident-experiences-with-implementation-of-the-i-pass-handoff-bundle
#11
Maitreya Coffey, Kelly Thomson, Shelly-Anne Li, Zia Bismilla, Amy J Starmer, Jennifer K O'Toole, Rebecca L Blankenburg, Glenn Rosenbluth, F Sessions Cole, Clifton E Yu, Jennifer H Hepps, Theodore C Sectish, Nancy D Spector, Rajendu Srivastava, April D Allen, Sanjay Mahant, Christopher P Landrigan
BACKGROUND: The I-PASS Handoff Study found that introduction of a handoff bundle (handoff and teamwork training for residents, a mnemonic, a handoff tool, a faculty development program, and a sustainability campaign) at 9 pediatrics residency programs was associated with improved communication and patient safety. OBJECTIVE: This parallel qualitative study aimed to understand resident experiences with I-PASS and to inform future implementation and sustainability strategies...
June 2017: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/28632010/designing-a-national-longitudinal-faculty-development-curriculum-focused-on-educational-scholarship-process-outcomes-and-lessons-learned
#12
Latha Chandran, Maryellen E Gusic, J Lindsey Lane, Constance D Baldwin
PROBLEM: Clinical educators at U.S. academic health centers are frequently disadvantaged in the academic promotion system, lacking needed faculty development, mentoring, and networking support. INTERVENTION: In 2006, we implemented the national Educational Scholars Program to offer faculty development in educational scholarship for early career educators in pediatrics. We aimed to provide them with skills, experience, and initial success in educational scholarship and dissemination...
July 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/28632009/self-observation-and-peer-feedback-as-a-faculty-development-approach-for-problem-based-learning-tutors-a-program-evaluation
#13
Irène Garcia, Richard W James, Paul Bischof, Anne Baroffio
PROBLEM: Good teaching requires spontaneous, immediate, and appropriate action in response to various situations. It is even more crucial in problem-based learning (PBL) tutorials, as the tutors, while directing students toward the identification and attainment of learning objectives, must stimulate them to contribute to the process and provide them with constructive feedback. PBL tutors in medicine lack opportunities to receive feedback from their peers on their teaching strategies. Moreover, as tutorials provide little or no time to stop and think, more could be learned by reflecting on the experience than from the experience itself...
July 2017: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/28630514/editors-perspectives-on-enhancing-manuscript-quality-and-editorial-decisions-through-peer-review-and-reviewer-development
#14
Kristin K Janke, Andrew S Bzowyckyj, Andrew P Traynor
Objectives. To identify peer reviewer and peer review characteristics that enhance manuscript quality and editorial decisions, and to identify valuable elements of peer reviewer training programs. Methods. A three-school, 15-year review of pharmacy practice and pharmacy administration faculty's publications was conducted to identify high-publication volume journals for inclusion. Editors-in-chief identified all editors managing manuscripts for participation. A three-round modified Delphi process was used. Rounds advanced from open-ended questions regarding actions and attributes of good reviewers to consensus-seeking and clarifying questions related to quality, importance, value, and priority...
May 2017: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/28628067/identifying-and-describing-nurse-faculty-workload-issues-a-looming-faculty-shortage
#15
Nancy Phoenix Bittner, Cynthia Francis Bechtel
AIM: The purpose of this project was to address factors contributing to the nurse faculty shortage. BACKGROUND: There is a demonstrated need to sustain and stabilize faculty currently in the workforce to avoid exacerbating the current and future faculty shortage in nursing. Recommendations of previous studies focus on strategies for recruitment, retention, and ongoing faculty development. METHOD: A survey was employed to identify and describe the workload of nurse faculty and identify the impact of retirement and other retention issues...
July 2017: Nursing Education Perspectives
https://www.readbyqxmd.com/read/28623052/how-physicians-draw-satisfaction-and-overcome-barriers-in-their-practices-it-sustains-me
#16
William T Branch, Amy B Weil, MaryAnn C Gilligan, Debra K Litzelman, Janet P Hafler, Margaret Plews-Ogan, Elizabeth A Rider, Lars G Osterberg, Dana Dunne, Arthur R Derse, J Richard Pittman, Richard M Frankel
OBJECTIVE: Major reorganizations of medical practice today challenge physicians' ability to deliver compassionate care. We sought to understand how physicians who completed an intensive faculty development program in medical humanism sustain their humanistic practices. METHODS: Program completers from 8 U.S. medical schools wrote reflections in answer to two open-ended questions addressing their personal motivations and the barriers that impeded their humanistic practice and teaching...
June 8, 2017: Patient Education and Counseling
https://www.readbyqxmd.com/read/28611895/academic-primer-series-key-papers-about-teaching-with-technology
#17
Megan Boysen-Osborn, Robert Cooney, Michael Gottlieb, Teresa M Chan, Aaron Brown, Andrew King, Adam Tobias, Brent Thoma
INTRODUCTION: Modern learners have immediate, unlimited access to a wide variety of online resources. To appeal to this current generation of learners, educators must embrace the use of technology. However, educators must balance newer, novel technologies with traditional methods to achieve the best learning outcomes. Therefore, we aimed to review several papers useful for faculty members wishing to incorporate technology into instructional design. METHODS: We identified a broad list of papers relevant to teaching and learning with technology within the online discussions of the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator...
June 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28611894/academic-primer-series-key-papers-about-peer-review
#18
Lalena M Yarris, Michael Gottlieb, Kevin Scott, Christopher Sampson, Emily Rose, Teresa M Chan, Jonathan Ilgen
INTRODUCTION: Peer review, a cornerstone of academia, promotes rigor and relevance in scientific publishing. As educators are encouraged to adopt a more scholarly approach to medical education, peer review is becoming increasingly important. Junior educators both receive the reviews of their peers, and are also asked to participate as reviewers themselves. As such, it is imperative for junior clinician educators to be well-versed in the art of peer reviewing their colleagues' work. In this article, our goal was to identify and summarize key papers that may be helpful for faculty members interested in learning more about the peer-review process and how to improve their reviewing skills...
June 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28611893/academic-primer-series-key-papers-about-competency-based-medical-education
#19
Robert Cooney, Teresa M Chan, Michael Gottlieb, Michael Abraham, Sylvia Alden, Jillian Mongelluzzo, Michael Pasirstein, Jonathan Sherbino
INTRODUCTION: Competency-based medical education (CBME) presents a paradigm shift in medical training. This outcome-based education movement has triggered substantive changes across the globe. Since this transition is only beginning, many faculty members may not have experience with CBME nor a solid foundation in the grounding literature. We identify and summarize key papers to help faculty members learn more about CBME. METHODS: Based on the online discussions of the 2016-2017 ALiEM Faculty Incubator program, a series of papers on the topic of CBME was developed...
June 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28611892/academic-primer-series-five-key-papers-about-study-designs-in-medical-education
#20
Michael Gottlieb, Teresa M Chan, Jenna Fredette, Anne Messman, Daniel W Robinson, Robert Cooney, Megan Boysen-Osborn, Jonathan Sherbino
INTRODUCTION: A proper understanding of study design is essential to creating successful studies. This is also important when reading or peer reviewing publications. In this article, we aimed to identify and summarize key papers that would be helpful for faculty members interested in learning more about study design in medical education research. METHODS: The online discussions of the 2016-2017 Academic Life in Emergency Medicine Faculty Incubator program included a robust and vigorous discussion about education study design, which highlighted a number of papers on that topic...
June 2017: Western Journal of Emergency Medicine
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