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Faculty Learning Communities

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20 papers 0 to 25 followers I am not a huge fan of the term 'faculty development' so trying to redirect it to 'faculty learning communities.' Trying to locate evidence-based research on how to get faculty to *want* to improve their teaching and facilitation skills.
By Max Anderson I am an Instructional Designer in Undergraduate Medical Education at UIC College of Medicine.
Shien Chue
No abstract text is available yet for this article.
September 7, 2016: Medical Teacher
A Lee Lewis
No abstract text is available yet for this article.
July 29, 2016: Academic Psychiatry
Anna MacLeod, Olga Kits, Karen Mann, Jonathan Tummons, Keith W Wilson
Distributed medical education (DME) is becoming increasingly prevalent. Much of the published literature on DME has focused on the experiences of learners in distributed programs; however, our empirical work leads us to believe that DME changes the context significantly, not only for learners, but also for other important members of the educational community including audiovisual professionals, administrative professionals and faculty teachers. Based on a three-year ethnographic study, we provide a detailed account of how alliances between various workers involved in DME develop to produce and deliver an undergraduate medical curriculum across geographically separate campuses...
June 29, 2016: Advances in Health Sciences Education: Theory and Practice
Yvonne Steinert, Karen Mann, Brownell Anderson, Bonnie Maureen Barnett, Angel Centeno, Laura Naismith, David Prideaux, John Spencer, Ellen Tullo, Thomas Viggiano, Helena Ward, Diana Dolmans
BACKGROUND: This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building. METHODS: This review included 111 studies (between 2002 and 2012) that met the review criteria. FINDINGS: Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices...
August 2016: Medical Teacher
T van Lankveld, J Schoonenboom, R A Kusurkar, M Volman, J Beishuizen, G Croiset
Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A qualitative study was performed, involving 18 beginning medical teachers at a Dutch medical school. The teachers were interviewed twice and kept a logbook over a period of 7 months. The study shows that the integration of the teacher role into the teachers' identity was hampered by the idea that teaching is perceived by others as a low status occupation...
June 18, 2016: Advances in Health Sciences Education: Theory and Practice
Betty Onyura, Stella L Ng, Lindsay R Baker, Susan Lieff, Barbara-Ann Millar, Brenda Mori
Demonstrating the impact of faculty development, is an increasingly mandated and ever elusive goal. Questions have been raised about the adequacy of current approaches. Here, we integrate realist and theory-driven evaluation approaches, to evaluate an intensive longitudinal program. Our aim is to elucidate how faculty development can work to support a range of outcomes among individuals and sub-systems in the academic health sciences. We conducted retrospective framework analysis of qualitative focus group data gathered from 79 program participants (5 cohorts) over a 10-year period...
June 13, 2016: Advances in Health Sciences Education: Theory and Practice
David L Coleman, Richard M Wardrop, Wendy S Levinson, Mark L Zeidel, Polly E Parsons
Academic clinical departments have the opportunity and responsibility to improve the quality and value of care and patient safety by supporting effective quality improvement activities. The pressure to provide high-value care while further developing academic programs has increased the complexity of decision making and change management in academic health systems. Overcoming these challenges will require faculty engagement and leadership; however, most academic departments do not have a sufficient number of individuals with expertise and experience in quality improvement and patient safety (QI/PS)...
May 17, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Jeri L Bigbee, Julie Rainwater, Lavjay Butani
A needs assessment was conducted regarding an interprofessional faculty development program for promoting excellence in education. Nursing and medical faculty and administrators (N = 156) were surveyed about perceived need, program curriculum, and delivery. The results indicated strong support for the program, particularly related to teaching/learning strategies, leadership, and scholarship. Nursing faculty rated some topical areas significantly higher than did the medical faculty, including innovative classroom teaching, educational technology, interprofessional education, diversity/inclusion, and mentoring graduate students...
May 3, 2016: Nurse Educator
Alex J Auseon, Patrick T O'Gara, Elizabeth Klodas, David R Holmes, Marcia J Jackson, Joseph S Green, Marvin A Konstam, Rick A Nishimura
The American College of Cardiology Emerging Faculty program was developed in 2005 to promote a systematic approach to "educate the educators" through training and mentorship. A primary focus of the program is the biennial Teaching Skills Workshop, which has had 130 participants since its inception and is focused on the concepts of effective adult learning, curriculum design, and optimization of presentation skills. A survey of participants (80 respondents of 130 total participants) found that the majority stated that participation in the program had a large impact on their ability to apply instructional design principles (49%) and present in face-to-face settings (47%), and it had a moderately large to large positive impact on their personal careers...
May 10, 2016: Journal of the American College of Cardiology
Sanjay Zodpey, Anjali Sharma, Quazi Syed Zahiruddin, Abhay Gaidhane, Sunanda Shrikhande
INTRODUCTION: India has the highest number of medical colleges in the world and subsequently the higher number of medical teachers. There is a dire need of adopting a systematic approach to faculty development to enhance quality education to meet health challenges for 21st Century. This manuscript provides a landscape of faculty development programs in India, identifying gaps and opportunities for reforms in faculty development. METHODS: Conventionally, FDPs are organized by medical colleges and universities through Basic Courses and Advanced Courses focusing on pedagogy...
April 2016: Journal of Advances in Medical Education & Professionalism
Thea van Lankveld, Judith Schoonenboom, Rashmi Kusurkar, Jos Beishuizen, Gerda Croiset, Monique Volman
BACKGROUND: Informal peer learning is a particularly powerful form of learning for medical teachers, although it does not always occur automatically in the departments of medical schools. In this article, the authors explore the role of teacher communities in enhancing informal peer learning among undergraduate medical teachers. Teacher communities are groups of teachers who voluntarily gather on a regular basis to develop and share knowledge. Outside of medical education, these informal teacher communities have proved to be an effective means of enhancing peer learning of academic teachers...
2016: BMC Medical Education
Eliot L Rees, Benjamin Davies, Michael Eastwood
With the increasing popularity and scale of peer teaching, it is imperative to develop methods that ensure the quality of teaching provided by undergraduate students. We used an established faculty development and quality assurance process in a novel context: peer observation of teaching for undergraduate peer tutors. We have developed a form to record observations and aid the facilitation of feedback. In addition, experienced peer tutors have been trained to observe peer-taught sessions and provide tutors with verbal and written feedback...
October 2015: Perspectives on Medical Education
Wendy C Coates, Daniel P Runde, Lalena M Yarris, Steven Rougas, Todd A Guth, Sally A Santen, Jessica Miller, Jaime Jordan
PURPOSE: Well-trained educators fill essential roles across the medical education continuum. Some medical schools offer programs for existing faculty to enhance teaching and scholarship. No standard postgraduate training model exists for residency graduates to attain competency as faculty members before their first academic appointment. The objective of this study is to inform the development of postgraduate medical education fellowships by exploring perceptions of educational leaders who direct well-established faculty development programs...
January 27, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Mange Manyama, Renae Stafford, Erick Mazyala, Anthony Lukanima, Ndulu Magele, Benson R Kidenya, Emmanuel Kimwaga, Sifael Msuya, Julius Kauki
BACKGROUND: The use of cadavers in human anatomy teaching requires adequate number of anatomy instructors who can provide close supervision of the students. Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Innovative techniques are therefore needed to impart adequate and relevant anatomical knowledge and skills. This study was conducted in order to evaluate the traditional teaching method and reciprocal peer teaching (RPT) method during anatomy dissection...
2016: BMC Medical Education
Lars Hecht, Susanne Buhse, Gabriele Meyer
BACKGROUND: Basic skills in evidence-based medicine (EbM) are indispensable for healthcare professionals to promote consumer-centred, evidence-based treatment. EbM training courses are complex interventions - a fact that has not been methodologically reflected by previous systematic reviews. This review evaluates the effects of EbM training for healthcare professionals as well as the quality of reporting of such training interventions. METHODS: We searched PubMed, EMBASE, CINAHL, Cochrane Library, ERIC, Campbell Library and PsycINFO up to 9/2014...
2016: BMC Medical Education
Kanokporn Sukhato, Sutida Sumrithe, Chathaya Wongrathanandha, Saipin Hathirat, Wajana Leelapattana, Alan Dellow
BACKGROUND: Introducing reflective writing to a medical curriculum requires the acceptance and participation of teachers. The purpose of this study was to explore medical teachers' views on the benefits of introducing a reflective writing exercise into an undergraduate medical curriculum, including their levels of satisfaction and their concerns. We also investigated effects on the teachers' personal and professional development arising from their roles as novice facilitators. METHODS: A qualitative approach was employed using semi-structured interviews...
2016: BMC Medical Education
P Cantillon, M D'Eath, W De Grave, T Dornan
There is widespread acceptance that clinical educators should be trained to teach, but faculty development for clinicians is undermined by poor attendance and inadequate learning transfer. As a result there has been growing interest in situating teacher development initiatives in clinical workplaces. The relationship between becoming a teacher and clinical workplace contexts is under theorised. In response, this qualitative research set out to explore how clinicians become teachers in relation to clinical communities and institutions...
March 9, 2016: Advances in Health Sciences Education: Theory and Practice
Christiana A Iyasere, Meridale Baggett, Jordan Romano, Anupam Jena, Gabrielle Mills, Daniel P Hunt
PROBLEM: For most physicians, the period of official apprenticeship ends with the completion of residency or fellowship, yet the acquisition of expertise requires ongoing opportunities to practice a given skill and obtain structured feedback on one's performance. APPROACH: In July 2013, the authors developed a clinical coaching pilot program to provide early-career hospitalists with feedback from a senior clinical advisor (SCA) at Massachusetts General Hospital...
February 23, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Teresa M Chan, Brent Thoma, Michelle Lin
PROBLEM: It is difficult to engage clinicians in continuing medical education that does not focus on clinical expertise. Evolving online technologies (e.g., massive open online courses [MOOCs]) are disrupting and transforming medical education, but few online nonclinical professional development resources exist. APPROACH: In August 2013, the Academic Life in Emergency Medicine Web site launched the Medical Education in Cases (MEdIC) series to engage clinicians in an online professional development exercise...
June 2015: Academic Medicine: Journal of the Association of American Medical Colleges
Patricia S O'Sullivan, David M Irby
PURPOSE: The demand for faculty development is ongoing, and many medical schools will need to expand their pool of faculty developers to include physicians and scientists whose primary expertise is not education. Insight into what motivates occasional faculty developers can guide recruitment and retention strategies. This study was designed to understand the motivations of faculty developers who occasionally (one to three times each year) lead faculty development workshops. METHOD: Qualitative data were collected in March and April 2012 from interviews with faculty developers who occasionally taught workshops from 2007 to 2012 in the University of California, San Francisco, School of Medicine's faculty development program...
November 2015: Academic Medicine: Journal of the Association of American Medical Colleges
2015-07-15 16:08:24
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