Need For Faculty Development Research Articles

Technology in graduate medical education: shifting the paradigm and advancing the field.

Technology in graduate medical education: shifting the paradigm and advancing the field.

Instructional technologies in medical education: An important need for Faculty Development

Instructional technologies in medical education: An important need for Faculty Development

What is the evidence for clinical placements in underserved areas?

What is the evidence for clinical placements in underserved areas?

Early Feedback on the Use of the Internal Medicine Reporting Milestones in Assessment of Resident Performance

The educational milestones were designed as a criterion-based framework for assessing resident progression on the 6 Accreditation Council for Graduate Medical Education competencies. We obtained feedback on, and assessed the construct validity and perceived feasibility and utility of, draft Internal Medicine Milestones for Patient Care and Systems-Based Practice. All participants in our mixed-methods study were members of competency committees in internal medicine residency programs. An initial survey assessed participant and program demographics; focus groups obtained feedback on the draft milestones and explored their perceived utility in resident assessment, and an exit survey elicited input on the value of the draft milestones in resident assessment. Surveys were tabulated using descriptive statistics. Conventional content analysis method was used to assess the focus group data. Thirty-four participants from 17 programs completed surveys and participated in 1 of 6 focus groups. Overall, the milestones were perceived as useful in formative and summative assessment of residents. Participants raised concerns about the length and complexity of some draft milestones and suggested specific changes. The focus groups also identified a need for faculty development. In the exit survey, most participants agreed that the Patient Care and Systems-Based Practice Milestones would help competency committees assess trainee progress toward independent practice. Draft reporting milestones for 2 competencies demonstrated significant construct validity in both the content and response process and the perceived utility for the assessment of resident performance. To ensure success, additional feedback from the internal medicine community and faculty development will be necessary.

Impact of Outcome-Based Assessment on Student Learning and Faculty Instructional Practices

Increased accountability has been a catalyst for the reformation of curriculum and assessment practices in postsecondary schools throughout North America, including veterinary schools. There is a call for a shift in assessment practices in clinical rotations, from a focus on content to a focus on assessing student performance. Learning is subsequently articulated in terms of observable outcomes and indicators that describe what the learner can do after engaging in a learning experience. The purpose of this study was to examine the ways in which a competency-based program in an early phase of implementation impacted student learning and faculty instructional practices. Findings revealed that negative student perceptions of the assessment instrument's reliability had a detrimental effect on the face validity of the instrument and, subsequently, on students' engagement with competency-based assessment and promotion of student-centered learning. While the examination of faculty practices echoed findings from other studies that cited the need for faculty development to improve rater reliability and for a better data management system, our study found that faculty members' instructional practices improved through the alignment of instruction and curriculum. This snap-shot of the early stages of implementing a competency-based program has been instrumental in refining and advancing the program.

Faculty Development Needs as Perceived by Departmental Heads, Teachers, and Students of Pakistani Universities

The study investigated the perceptions of 67 departmental heads, 567 teachers, and 670 students randomly selected from 67 departments of 33 faculties of 15 public sector universities of Pakistan, regarding the need for instructional, professional and organizational development of faculty. Three self-constructed questionnaires, for which Cronbatch’s Alpha reliability coefficients were found as 0.8418, 0.8346 and 0.7812 respectively, were used for data collection. Mean scores, alpha coefficients and correlations were calculated for the three sub-scales namely instructional development, professional development and organizational development. One-sample t-test, independent samples t-test and one-way ANOVA were employed for significance and variance analysis. An overall high need for faculty development at universities of Pakistan is pointed out by respondents. Instructional development is indicated by the respondents as having the highest degree of need followed by organizational development and Professional development in order of preference of the respondents. Pakistani universities need to take initiatives for developing their faculty to fulfill the demand of stakeholders for realizing the national higher education objectives.

Satisfaction and Difficulties of Korean Family Medicine Resident Training Faculty

BackgroundPractitioners of family medicine are essential to primary care practices in Korea. Resident training staffs in Korean family medicine departments have a crucial role in producing well-trained family physicians. This study assesses the aspects of satisfaction and difficulties of Korean family medicine resident training staffs.MethodsWe surveyed the resident training staffs of various Korean family medicine departments using an online survey tool. The survey used in this study was modified from previously used questionnaires. Respondents rated items using a five-point Likert scale and a 0-10 visual analogue scale.ResultsThe response rate was 43.9% (122/278). The mean satisfaction score with regard to current family medicine residency programs was 7.59 out of 10. Resident training staffs found the administrative aspects of their role to be the most difficult. There were considerable differences in the reported difficulties of resident training according to the differing characteristics of each staff member, including age, sex, type of hospital, number of staff members, role as chief, and duration of staff. Most respondents (91.9%) cited a need for faculty development programs.ConclusionKorean family medicine resident training staffs need faculty development programs for the improvement of resident training. For the strengthening of core competencies among resident training staffs, faculty development programs or courses should be designed and implemented in Korea.

Faculty Development Needs of Business Educators

This paper highlights faculty development needs of business professors and why business education is unique when compared to other disciplines. The paper argues that different disciplines should not be painted with the same development brush when designing a faculty development strategy. Business professors, similar to other professors of applied fields, need to have or go through an industry experience as part of their faculty development process.

The surgeon as educator: fundamentals of faculty training in surgical specialties

To explore faculty training in the field of surgical specialities with a focus on the educational aspect of faculty training. Teaching is an important commitment for academic surgeons alongside duties of patient care, research and continuing professional development. Educating surgical faculty in the skills of teaching is becoming increasingly important and the realisation that clinical expertise does not necessarily translate to teaching expertise has led to the notion that faculty members require formal training in teaching methods and educational theory to teach effectively. The aim of faculty training or development is to increase knowledge and skills in teaching, research and administration of faculty members. A range of resources, e.g. journal articles, books and online literature was reviewed to investigate faculty development programmes in surgery. Various issues were addressed, e.g. the need for faculty development, evaluating the various types of training programmes and their outcomes, and exploring barriers to faculty training. Recommendations were provided based on the findings. There is increased recognition that faculty members require basic training in educational theory and teaching skills to teach effectively. Most faculty training programmes are workshops and short courses, which use participant satisfaction as an outcome measure. However, there is growing consensus that longer term interventions, e.g. seminar series, longitudinal programmes and fellowships, produce more sustainable change in learning, behaviour and organisational culture. Barriers to faculty development include lack of protected time, reward and recognition for teaching. Recommendations are made including better documentation of faculty training interventions within surgery, further investigation into the effectiveness of long- vs short-term interventions, improved methodology, and increased recognition and reward for educational accomplishments.

The Relationship Between Emotional Intelligence and Clinical Teaching Effectiveness in Nursing Faculty

Nursing faculty play an important role in facilitating nursing student learning and shaping student experience in the clinical setting. Emotional intelligence (EI) in clinical nursing faculty may be one avenue to develop teaching effectiveness. This study investigated the relationship between EI and clinical teaching effectiveness of nursing faculty in an undergraduate nursing program. Using a cross-sectional correlation design, data were collected from a convenience sample of nursing faculty (N = 47) using the BarOn Emotional Quotient Inventory: Short (EQ-i:S), the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) and a demographic data page. The results indicated a statistically significant positive relationship between the EQ-i:S and the NCTEI total scores (rs = .599, P < .01) and between many subscales of these tools. These findings contribute new knowledge to nursing education, including the following: (a) a significant relationship between EI and clinical teaching effectiveness exists, (b) faculty exhibit effective overall EI functioning with room to enhance competencies, and (c) faculty members see themselves as effective in their clinical teaching. Implications for clinical teaching practice include the need for faculty development and strengthening the faculty-student relationship. Possibilities for future research are discussed.

Responding to the Silver Tsunami with Progressive and Exciting Educational Initiatives

FOR MANY YEARS, GERONTOLOGICAL NURSING PROF E S S IONAL S HAVE BE EN TALKING ABOUT THE UPCOMING RISE IN THE OLDER ADULT POPULATION: BY THE YEAR THIS , BY THE TIME THAT.... WELL, THE SILVER TSUNAMI IS UPON US. The year 2011 saw the first baby boomer turn 65. While health promotion and disease prevention practices greatly impact the health of current and future older adults, it is estimated that more than 37 million people in this age group (60 percent) will manage one or more chronic conditions by 2030 (US Department of Health & Human Services [DHHS], 2012). Healthy People 2020 established a national objective improve the health, function, and quality of life for older adults (DHHS, 2012). The question remains, Are we ready prepare a nursing workforce meet this objective? In order address this question, Ironside, Tagliareni, McLaughlin, King, and Mengel (2010), in conjunction with the American Association of Community Colleges, conducted a survey of 531 associate degree nursing programs. The results of their 2006-2007 survey indicated a need for faculty development prepare students manage the diverse and complex needs of older adults, with specific suggestions for geriatric content, resources, and clinical experiences. With only slightly more than half of baccalaureate programs surveyed offering a stand-alone geriatric course (Gilje, Lacey, & Moore, 2007), the ability meet the Healthy People 2020 objective is questionable. Lange et al. (2009), in considering remedies, stated that to allow nurses provide that produces the best possible outcomes, the latest evidence about best geriatric nursing practices needs be disseminated nurses who are practicing at the point of care (p. 372). To ensure that older individuals have the opportunity live as healthy a life as possible with the highest quality of life, we as nurse educators must prepare a workforce that is skilled and knowledgeable for the unique health needs of this population. This special issue of Nursing Education Perspectives offers nurse educators a glimpse at both current and future innovation in geriatric nursing education. The issue begins with an article on promoting Quality Care for Older Adults: The NLN Advancing Care Excellence for Seniors (ACES). A discussion of the state of gerontological nursing content in general medical/surgical textbooks follows, and provides a good state of the science in gerontological nursing education. The next article, which explores the literature regarding attitudes toward aging, offers recommendations that can be implemented in nursing schools throughout the world. Further in the issue, the article Healthy Ager presents a unique approach geriatric clinical education in the form of an interprofessional, service-learning, town and gown partnership. A step-by-step instruction guide the development of a highly successful externship program provide early exposure gerontological nursing is the next featured article in the issue. …

Evaluation of doctoral nursing programs by doctoral students in Japan: Cross‐sectional questionnaire survey

The purpose of this study was to examine the current state and issues of doctoral nursing programs from the perspective of recipients of the educational process. All 46 doctoral nursing programs in Japan in 2008 were asked to participate in this study and 28 programs agreed to participate. The questionnaire had 3 sections that evaluated the quality of doctoral education, which are 17 items on the program features, 12 items on the quality of faculty, and 9 items on resources. The questionnaire was distributed to 304 graduate students and 127 students returned by mail. Most of the students agreed that the program goal and curriculum were consistent with the philosophy and mission of the university. The quality of the faculty and of the resources, such as library and computing facilities, were highly rated, while faculty mentorship and support staff for student research were viewed as areas for improvement. Only 30% of the students reported that a periodic assessment of the doctoral program was available in the university, and even when such an assessment did exist, students and graduates were not often involved in the program evaluation. To improve the quality of doctoral nursing education in Japan, there is an urgent need for faculty development and the provision of research support services for faculty and students including more technical and support staff. Furthermore, it is imperative to conduct periodic evaluation of doctoral nursing programs in Japan.

The Status of Ethics Teaching and Learning in U.S. Dental Schools

The purpose of this study was to gather and analyze information about the status of ethics teaching and learning in U.S. dental schools and to recommend a curriculum development and research agenda for professional ethics in dental education. A survey to collect this information was developed by the authors and administered by the American Society for Dental Ethics. The results suggest that dental schools have adopted many of the recommendations for curricular content and learning strategies proposed in the 1989 American Association of Dental Schools (now American Dental Education Association) Curriculum Guidelines on Ethics and Professionalism in Dentistry. The survey was sent to the individual who directs the ethics curriculum at the fifty-six U.S. dental schools that had a full complement of enrolled predoctoral classes as of January 2008. All fifty-six schools responded to the survey. The data suggest that, in general, little time is devoted to ethics instruction in the formal curriculum. The mean number of contact hours of ethics instruction is 26.5 hours, which represents about 0.5 percent of the mean clock hours of instruction for dental education programs reported in the most recent American Dental Association survey of dental education. While the amount of time devoted to ethics instruction appears not to have changed much over the past thirty years, what has changed are what qualifies as ethics instruction, the pedagogies used, and the development and availability of norm-referenced learning outcomes assessments, which are currently used by a number of schools. We found that dental schools address a substantial list of topics in their ethics instruction and that there is general agreement as to the appropriateness of the topics and the ethics competencies that need to be developed and assessed. This study also identified the respondents' perceptions of unmet needs in ethics education. Four general themes emerged: the need for ethics to be more fully integrated across the curriculum, including carryover into the clinical years; the need to assess and ensure competence; the need for faculty development; and the need for more attention to method of instruction. Recommendations based on the study findings are offered for a curriculum development and research agenda for professional ethics in dental education.

Recommendations For Faculty Development To Improve College Classroom Instruction

The emphasis in this paper is on basic principles of pedagogy and communication in the classroom. An underlying need for faculty development emerges because the majority of college professors have not had training in how to teach. Faculty are products of master and doctorate degree programs where the emphasis is on research and writing theses/dissertations, not teaching. Usually, only those professors who came to college teaching through the levels of elementary or high school teaching were required to have courses in pedagogy. The basic contention of this paper is that faculty development (in-service training and coaching) is needed to improve college classroom instruction, specifically related to classroom pedagogy and communication.

Care of the Underserved: Faculty Development Needs Assessment

Because role models are crucial to training physicians to care for the underserved, we examined pediatric faculty's knowledge, attitudes, self-efficacy, skills, and precepting behaviors regarding care for this population. Faculty knowledge, attitudes, self-efficacy, and skills/precepting behaviors were surveyed. Fifty-five (65%) of 85 faculty responded. The mean (standard deviation) knowledge score was 5.9 (1.3) of 8 possible. More than one-third of faculty did not recognize the eligibility criteria, services, and outcomes associated with common resources serving the underserved. Overall attitudes toward underserved families were positive, mean 3.3 (0.3), as was mean self-efficacy, 3.0 (0.7). Self-efficacy was lowest for accessing community resources for underserved families, 2.4 (0.7). Although most faculty performed the surveyed skills, fewer than 50% reported, precepting of these same skills with students. Precepting was lowest for accessing public and community resources. Low rates of student precepting as well as specific knowledge and self-efficacy deficits highlight potential targets for faculty development.

Counting the cost of surgical training: perspective from a school of surgery

It has long been acknowledged that hospital doctors train their juniors with only limited extra time or support and little formal training for their role. The introduction of job planning was intended to recognise formally the additional time needed for this and other activities and the new Postgraduate Medical Education and Training Board (PMETB) standards for trainers are intended to address the need for faculty development. If these Standards for trainers are to be achieved, regulators may need to provide clearer guidance to trusts about the time required in job plans to deliver the expected standard of educational and clinical supervision and other deanery and royal college educational roles.

The evolution of faculty development in Canada since the 1980s: Coming of age or time for a change?

Aim: To determine the current status of university based faculty development at Canadian Medical Schools.Background: The roles and responsibilities of faculty members at Canadian medical schools are changing significantly as a consequence of influences such as the competency dictates outlined in the CanMEDS roles. One result of the changes is an increased need for faculty development to assist faculty members in carrying out their new and expanded roles.Methods: The changing climate in medical schools, and the enhanced performance expectations of academic faculty, led us to conduct a survey of current faculty development practices in Canadian medical schools to determine what is being done to address the new and expanded expectations of faculty members. We used an on-line survey instrument based on surveys of faculty development conducted in 1987 and 1997.Results: We received responses from faculty development directors at all 17 Canadian medical schools. Among the principal findings are a continued emphasis on faculty members’ teaching roles, increased funding of faculty development activities at most schools, and a broadened emphasis on faculty roles other than teaching. Among these are research and scholarship, and management and administrative roles. The survey revealed a mismatch between what faculty development directors consider to be effective development practices and which practices are actually used in their schools. Another notable finding is the absence of credible faculty development impact studies.Conclusion: The 2007 survey of faculty development practices in Canadian medical schools indicates that teaching is still the number one priority for faculty members and the main focus of faculty development programs. There are notable efforts to help faculty members deal with their newly identified roles including those outlined in the CanMEDS framework. In looking forward, Canadian faculty development directors should continue their efforts to devise credible program evaluation methods. Furthermore, they should expand their thinking beyond Canada's borders. It is time to aggressively explore and understand the approaches and experiences which have proven successful internationally in the United States and Europe.

A Multi-Institutional Survey on Faculty Development Needs, Priorities and Preferences in Medical Education in an Asian Medical School

Background: Faculty development in medical education is crucial for maintaining academic vitality. The authors conducted a needs assessment survey in Singapore to determine the educational needs and priorities of clinical faculty.Methods: This study implemented a questionnaire-based, anonymous, multi-institutional survey with stratified random sampling. Each question was anchored with two statements on a 9-point scale. Respondents were asked to determine their current knowledge and the knowledge they would need in future.Results: The response rate was 81.9%. Overall, the participants’ current knowledge was rated either “modest” (scale 4-6) or “substantial” (scale 7-9), irrespective of teaching experience. Participants reported higher knowledge in areas related to teaching and modest knowledge in educational concepts and assessment. They reported a need for higher knowledge in most areas to function well as a teacher.Conclusion: The need for faculty development is universal and independent of teaching experience in this group. Teaching faculty from the institutes studied understood the need for improved knowledge in pedagogical knowledge.

A multi-institutional survey on faculty development needs, priorities and preferences in medical education in an Asian medical school.

Background:Faculty development in medical education is crucial for maintaining academic vitality. The authors conducted a needs assessment survey in Singapore to determine the educational needs and priorities of clinical faculty.Methods:This study implemented a questionnaire-based, anonymous, multi-institutional survey with stratified random sampling. Each question was anchored with two statements on a 9-point scale. Respondents were asked to determine their current knowledge and the knowledge they would need in future.Results:The response rate was 81.9%. Overall, the participants’ current knowledge was rated either “modest” (scale 4-6) or “substantial” (scale 7-9), irrespective of teaching experience. Participants reported higher knowledge in areas related to teaching and modest knowledge in educational concepts and assessment. They reported a need for higher knowledge in most areas to function well as a teacher.Conclusion:The need for faculty development is universal and independent of teaching experience in this group. Teaching faculty from the institutes studied understood the need for improved knowledge in pedagogical knowledge.

Survey of educators’ end-of-life care learning needs in a Canadian baccalaureate nursing programme

To examine the potential need for faculty development in end-of-life care (EOLC) of theory and clinical educators in a collaborative bilingual undergraduate nursing programme in a Canadian university. A purposive sample of 53 Anglophone and Francophone theory and clinical educators completed the Palliative Care Quiz for Nursing, the Frommelt Attitude Toward Care of the Dying Scale and an adapted Educators Educational Needs Questionnaire (Patterson et al, 1997). Results indicated that educators held positive attitudes towards caring for dying patients and had modest knowledge levels. Participants identified personal educational needs, preferred learning formats, support and barriers to teaching EOLC and to their participation in continuing educational programmes. Strategies to enhance the teaching and learning of EOLC content in the theory and clinical context were suggested. Nurse educators require time, opportunities and relevant resources to develop the competencies required to support the theoretical and experiential learning of students in EOLC. Recommendations include a variety of approaches for faculty development initiatives, including face to face and virtual, which allow nurse educators to share expertise.