Faculty Development on Systems-Based Practice

Abstract

OPEN ACCESSSeptember 26, 2014Faculty Development on Systems-Based Practice Ayesha Mirza, MD Ayesha Mirza, MD University of Florida College of Medicine, Jacksonville Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9909 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: Milestones-based assessments of the six learning competencies have recently been implemented in graduate medicate education (GME). Since these are one of the primary means of measuring residents' progress and since faculty are relied on to accurately assess trainees, faculty development in this area is important. Faculty development is also considered a key common program requirement. Nonetheless, most faculty are unable to, or simply do not, participate in faculty development. The goal of this educational activity was to develop an online module specifically for the members of a pediatric department that would be easily accessible, allow faculty to view on their own time, be department specific, and provide examples to help faculty relate a specific competency to the relevant milestones. Methods: The competency we focused on in this resource was Systems-Based Practice. This module has been formatted in Prezi, a cloud-based software, enabling faculty to participate in learning at their own convenience. Videos have also been embedded in the presentation to optimize the learning experience and provide live examples and explanation of the text. The activity was approved by the University of Florida for 1.0 continuing medical education (CME) credit. The Prezi is accompanied by an instructor's guide, as well as by pre- and postsurveys that were used by our faculty and may be modified as needed by instructors adapting the presentation for their own institutions. The postsurvey is necessary for CME. Results: At our program, the Prezi was sent to 35 core program faculty responsible for evaluating residents. Several faculty members viewed the Prezi, but only nine filled out the surveys. Of those nine, all felt that the activity was useful and provided much-needed information on learner assessment, particularly in this specific competency, which often gets confused with individual problem-based learning and improvement. They felt it was an effective way to provide information on GME. Faculty also suggested case-based reviews of other competencies presented in a similar manner. Discussion: This module was developed with the intent of allowing faculty to participate in education-related CME at their own convenience. Faculty development is an ongoing challenge. Developing modules like this one may circumvent some of the obstacles, such as limited time during normal work hours, that prevent faculty from dedicating themselves to development activities. Educational Objectives At the end of this activity, faculty will be able to: Describe the six Accreditation Council for Graduate Medical Education (ACGME) competencies and milestones based on the Dreyfus model.Explain the rationale behind the milestones-based competency evaluation of trainees required by ACGME.Apply the pediatric milestones described for Systems-Based Practice to evaluate and assess learner competence.Understand the concepts of quality improvement and working in interprofessional teams and incorporate them in their daily instructional activities. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.docx Faculty Development Prezi-SBP folder Pre- & Post-Survey.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2014 Mirza. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsMilestones-Based EvaluationAssessmentMilestones AssessmentFaculty DevelopmentEducationalSystems-Based Practice Disclosures None to report. Funding/Support None to report. Loading ...