Faculty Development Sessions Research Articles

Experiences with the Child and Adolescent Psychiatry Milestones: Results of Two Nationwide Surveys.

Child and Adolescent Psychiatry began using milestones in 2015 as a way to document observable progress through training. The study is the first assessment of Child and Adolescent Psychiatry (CAP) faculty and fellows' experience with the milestones. This study presents findings from two surveys conducted one year apart. The first electronic survey polled CAP fellows and faculty nationwide using five opinion questions; demographic data and comments were also gathered. The second, four-question survey polled CAP faculty at the American Association of Directors of Psychiatry Residency Training annual meeting. Seventy-nine fellows and 101 faculty members responded to the first survey. Averaged over the five questions, 53% of faculty and 49% of fellows responded positively, with 29 and 33% respectively giving neutral responses. Participants were a diverse group in terms of geographic distribution, program size, and experience level. Comments were predominantly negative or mixed. Fifty CAP faculty and fellows responded to the second survey. Of the three opinion questions, positive responses ranged from 62 to 90%. Forty percent of respondents reported having had no faculty development on the milestones. Implementing the milestones has been a mixed experience for faculty and fellows. Direct comparison between these two surveys is not possible given their different content and format. Future directions include standardization of faculty development sessions, and improved structures to create and share best practices for assessment of trainees.

Conceptions of teaching: an illustrated review.

Asking teachers what the term 'teaching' means to them can be a useful first activity in a faculty development session, as it typically leads to an engaging and enlightening discussion for participants and facilitators. Mapping their responses to 'conceptions of teaching' (sets of assumptions, knowledge and beliefs about teaching) in the literature seems particularly helpful in illuminating the inconsistencies, gaps and additional ways of thinking about teaching that participants may wish to consider. At least 25 conceptions of teaching can be identified in the literature. Each of these are briefly described and illustrated in this article, along with detailed examples and suggestions of how conceptions of teaching can be explored in faculty development. There is evidence that a teacher's conceptions of teaching affect the way that they approach their teaching, which in turn can affect learner learning. There is also some evidence that helping teachers examine and develop their conceptions of teaching may be more effective and have more impact on learner learning than other forms of faculty development. Different conceptions of teaching seem to be more or less appropriate in different teaching situations and contexts. It is likely that the more ways in which teachers can conceptualise and reflect on what they are doing, and why, the more adaptable, responsive and effective their teaching will be. Teachers have much to gain from learning more about themselves, their values and assumptions, and how these can influence their practice. This article offers a practical approach aimed at helping them to achieve this. A teacher's conceptions of teaching affect the way that they approach their teaching.

Point-of-care ultrasound as a competency for general internists: a survey of internal medicine training programs in Canada

Point-of-care ultrasound (POCUS) is increasingly used on General Internal Medicine (GIM) inpatient services, creating a need for defined competencies and formalized training. We evaluated the extent of training in POCUS and the clinical use of POCUS among Canadian GIM residency programs. Internal Medicine trainees and GIM Faculty at the University of Toronto were surveyed on their clinical use of POCUS and the extent of their training. We separately surveyed Canadian IM Program Directors and Division Directors on the extent of POCUS training in their programs, barriers in the implementation of POCUS curricula, and recommendations for POCUS competencies in IM. A majority of IM trainees (90/118, 76%) and GIM Faculty (15/29, 52%) used POCUS clinically. However, the vast majority of resident (111/117, 95%) and GIM Faculty (18/28, 64%) had received limited training. Of the Program Leaders surveyed, half (9/17, 53%) reported POCUS clinical use by their trainees; however only one quarter (4/16, 25%) reported offering formal curricula. Most respondents agreed that POCUS training should be incorporated into IM residency curricula, specifically for procedural guidance. A considerable discrepancy exists between the clinical use of POCUS and the extent of formal training among Canadian IM residents and GIM Faculty. We propose that formalized POCUS training should be incorporated into IM residency programs, GIM fellowships, and Faculty development sessions, and identify POCUS skills that could be incorporated into future IM curricula.

Online Faculty Development for Implementation and Use of Student Portfolios.

Over the past decade, portfolios have gained popularity in medical education as tools to evaluate and provide feedback about learning and completion of professionally authentic tasks. Though faculty development has been noted to be key for successful portfolios, there are few available resources. As part of an interinstitutional collaborative project, we have developed online faculty development modules that provide pedagogical information about portfolios, practical advice, and resources from the available literature. The materials associated with this publication include downloadable modules, which take approximately 45 minutes to complete and can be paused at any time, and sample questions to facilitate small-group discussion with faculty either in the planning stage of portfolios or as part of program evaluation of an institution's portfolios. A survey taken by faculty from four medical schools after completion of the modules showed that they were well received, with 41% of participants stating that they were very knowledgeable after undertaking the modules compared to 11% before undertaking the modules. Faculty reported increased interest in the topic and increased confidence in their ability to undertake planning for development of portfolios at their institution and considered using the modules as a mandatory curriculum for portfolio coaches at their institutions. We suggest that these modules be used for individual self-development, as part of faculty development sessions for portfolio coaches and mentors, or to provide faculty with background information about portfolios during the planning phase of portfolios at an institution.

Assessing Professionalism: A Theoretical Framework for Defining Clinical Rotation Assessment Criteria.

Although widely accepted as an important graduate competence, professionalism is a challenging outcome to define and assess. Clinical rotations provide an excellent opportunity to develop student professionalism through the use of experiential learning and effective feedback, but without appropriate theoretical frameworks, clinical teachers may find it difficult to identify appropriate learning outcomes. The adage "I know it when I see it" is unhelpful in providing feedback and guidance for student improvement, and criteria that are more specifically defined would help students direct their own development. This study sought first to identify how clinical faculty in one institution currently assess professionalism, using retrospective analysis of material obtained in undergraduate teaching and faculty development sessions. Subsequently, a faculty workshop was held in which a round-table type discussion sought to develop these ideas and identify how professionalism assessment could be improved. The output of this session was a theoretical framework for teaching and assessing professionalism, providing example assessment criteria and ideas for clinical teaching. This includes categories such as client and colleague interaction, respect and trust, recognition of limitations, and understanding of different professional identities. Each category includes detailed descriptions of the knowledge, skills, and behaviors expected of students in these areas. The criteria were determined by engaging faculty in the development of the framework, and therefore they should represent a focused development of criteria already used to assess professionalism, and not a novel and unfamiliar set of assessment guidelines. The faculty-led nature of this framework is expected to facilitate implementation in clinical teaching.

Impact of an Academic Pediatrics Enrichment Experience for Fourth Year Medical Students from Minorities Underrepresented in Medicine

Physician workforce diversity is important for quality medical education, culturally competent care, and research to address the needs of the increasingly diverse population of US children. Previous studies comparing race and ethnicity of US children to those of their pediatricians identified significant differences. Representation of minorities underrepresented in medicine (URM) is particularly poor in academic pediatrics. Mentoring, professional exposure, social supports, and financial support enhance the success of URM medical students. Senior URM medical students (Hispanic/ Latino, Black/ African-American, Native American, Alaska Native, Native Hawaiian, Pacific Islander) were invited to apply for a visiting elective. Eleven of the 38 applicants were selected. A stipend to participants helped to offset their travel/housing costs. The experience consisted of a clinical rotation, resident and faculty mentors, networking, and career development sessions in an academic setting. A program evaluation was distributed to all students via RedCap, a secure, web-based survey application designed to support data capture for research studies, hosted at our institution. Retrospective and qualitative questions aimed to understand the impact of the program on career. All participants completed the survey. Pre- and post-program participation data were as follows: 63 vs 90% of students were interested in academic pediatrics as a career choice, 45 vs 81% were interested in residency at a large program, and 90 vs 100% were interested in training at a free-standing children’s hospital. Participants provided in-depth descriptions of the positive impact of professional exposure and supportive mentors. Our findings suggest that an enrichment visiting rotation at an academic pediatric program impacts the career trajectories of URM medical students through increasing interest in academic pediatrics and their ability to envision themselves as residents in a similar program. Further outcomes will be evaluated including residency match data and 5-year career follow up.

A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

Effective Faculty Development in an Institutional Context: Designing for Transfer.

A key challenge for faculty development is ensuring that learning is transferred to the workplace. An effective program fosters the development of a particular blend of knowledge, dispositions, and behaviors that are applied and sustained over time. The role of expert clinician aside, faculty in academic institutions may not be formally prepared for the evolving range of roles and tasks they are asked to fulfill. Designing an effective faculty development program poses formidable challenges. While the literature offers ample guidance on designing faculty development episodes, perspectives on organized and comprehensive faculty development programs based on the principles of transfer of training are lacking. In this perspective, we highlight 11 key considerations for effective faculty development in an institutional context (TABLE). Our aim is to guide individuals responsible for designing and implementing a development program with the goal of enhancing the transfer of learning into workplace practice.

A Faculty Development Session or Resident as Teacher Session for Clinical and Clinical Teaching Techniques; Part 2 of 2: Engaging Learners with Effective Clinical Teaching

Audience: This workshop is intended for faculty members in an emergency medicine (or other) residency program, but is also appropriate for chief residents and medical student clerkship educators. Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners with clinical and bedside teaching.Objectives: By the end of this workshop, the learner will: 1) describe and implement nine new clinical teaching techniques; 2) implement clinical teaching techniques specific to junior and senior resident learners.Methods: This educational session is uses several blended instructional methods, including team-based learning (modified), the flipped classroom, audience response systems, pause procedures.Topics: Faculty development, clinical teaching, bedside teaching, one-minute preceptor, two-minute observership, teaching scripts, Aunt Minnie, SPIT, activated demonstration, teaching scripts.

A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

Audience: This workshop is intended for faculty members in an emergency medicine (or other) residency program, but is also appropriate for chief residents and medical student educators, including basic science faculty. Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners during didactic sessions. Objectives: By the end of this workshop, the learner will: 1) describe eight teaching techniques that encourage active learning during didactic sessions; 2) plan a didactic session using at least one of eight new teaching techniques for didactic instruction Methods: This educational session is uses several blended instructional methods, including team-based learning (classic and modified), the flipped classroom, audience response systems, pause procedures in order to demonstrate effective didactic teaching techniques.Topics: Faculty development, didactics, residency conference, pause procedures, commitment activities, team based learning, small group learning, jigsaw, problem based learning, think pair share, one minute paper, the muddiest point, audience response systems.

Snippets: an innovative method for efficient, effective faculty development.

Faculty development is believed to change participants' teaching behaviors and effectiveness, thus influencing learners—students and residents—in their learning and their delivery of patient care.1–,3 Traditionally, faculty development sessions are delivered in the form of workshops (46%); seminar series (19%); short courses (11%); longitudinal programs, such as fellowships (10%); or in some other format such as e-learning (9%).1,2,4–,6 Participation in these types of training requires time. This has been identified as the primary barrier for faculty attendance at faculty development sessions.5–,11 Other barriers to participating in faculty development include resources; competing priorities, such as patient care, research, and administrative tasks; and the lack of financial rewards or social recognition for the teaching role.5–,11 Perhaps, the most significant psychologic barrier to participation in faculty development is the real or perceived lack of institutional support for teaching, with institutions frequently appearing to place a higher value on clinical and research-related activities than they do on teaching.2,5,6,10,11 When surveyed, faculty have acknowledged several skill sets that are important as they pursue their role in academic medicine and the education of residents.2,12–,14 Those skills include assessing learners and their learning needs, giving feedback, establishing a good learning environment, and keeping up to date as a teacher.15,16 Further, faculty members at various levels need different types of training. Junior faculty may need development in more introductory topics, such as teaching at the bedside and giving feedback, whereas faculty with more seniority may need development that focuses on keeping their teaching up to date or training in educational leadership.5,16 An increased awareness of faculty development has been stimulated by the Accreditation Council for Graduate Medical Education (ACGME) accreditation requirements. In the most recent iteration of the Common Program Requirements,17 faculty development has been identified as a core component. To overcome the barriers identified for attending formal faculty development sessions, and to meet accreditation requirements, as well as to address faculty needs, we are introducing a new methodology for faculty development. This innovative method, the “snippet,” provides a brief faculty development session in the context of a required faculty activity, such as a departmental meeting, thereby engaging those who might otherwise be unable or unwilling to participate in such sessions. Snippets are highly structured to teach skills, but they do not replace traditional faculty development. The snippet can also be useful as a “trailer,” or preview, for longer stand-alone faculty development sessions. This article describes the snippet and how it has been incorporated nationwide into faculty-development processes in a variety of institutions with graduate medical education programs.

Continuous Curricular Feedback

Curriculum evaluations are used to plan future revisions and other improvements in curriculum design. Most models are summative and occur at the end of a course, so improvements in instruction may be delayed. In this article, the authors describe the formative curriculum evaluation model adopted at the Raymond and Ruth Perelman School of Medicine at the University of Pennsylvania. In their model, representative student feedback is gathered in real time and used to modify courses and improve instruction. The central features of their continuous feedback model include developing a small cadre of preclinical and clinical student evaluators who are trained to obtain classwide input regarding all aspects of the curriculum, including teacher effectiveness, and meet regularly (weekly or monthly) with relevant faculty and administrators. The authors show how this curriculum evaluation approach maximizes student involvement in course development and provides opportunities for rapid improvements in course content and instruction as well as for the identification of barriers to effective clinical and preclinical educational experiences.

Impact of faculty development sessions to increase faculty competency with supervision of medication administration in an associate degree program

To reduce medication administration errors by student nurses, this initiative focused on the education of clinical faculty in key areas of the medication process. Faculty development sessions addressed clinical supervision, Quality and Safety Education in Nursing, the rights of medication administration, and the impact of interruptions during the medication administration process. Outcomes indicate an increase in near-miss medication errors, indicating a need for further monitoring and faculty development.

What the ACGME’s Next Accreditation System Means to You

Note from the Editor-in-Chief: We are pleased to introduce readers of Clinical Orthopaedics and Related Research®to CORR® Curriculum – Orthopaedic Education, a new quarterly column. The goal of this column is to focus on the mechanics of resident education. In his first column, Dr. Paul J. Dougherty, residency program director at Detroit Medical Center, details how residency programs are expected to implement the Next Accreditation System for the next generation of orthopaedists. We welcome reader feedback on all of our columns and articles; please send your comments to eic@clinorthop.org. Each author certifies that he or she, or a member of his or her immediate family, has no funding or commercial associations (eg, consultancies, stock ownership, equity interest, patent/licensing arrangements, etc) that might pose a conflict of interest in connection with the submitted article. All ICMJE Conflict of Interest Forms for authors and Clinical Orthopaedics and Related Research editors and board members are on file with the publication and can be viewed on request. The opinions expressed are those of the writers, and do not reflect the opinion or policy of CORR® or the Association of Bone and Joint Surgeons®.

A Multi-Institutional Medical Educational Collaborative

Educational collaboratives offer a promising approach to disseminate educational resources and provide faculty development to advance residents' training, especially in areas of novel curricular content; however, their impact has not been clearly described. Advocacy training is a recently mandated requirement of the Accreditation Council for Graduate Medical Education that many programs struggle to meet.The authors describe the formation (in 2007) and impact (from 2008 to 2010) of 13 California pediatric residency programs working in an educational collaboration ("the Collaborative") to improve advocacy training. The Collaborative defined an overarching mission, assessed the needs of the programs, and mapped their strengths. The infrastructure required to build the collaboration among programs included a social networking site, frequent conference calls, and face-to-face semiannual meetings. An evaluation of the Collaborative's activities showed that programs demonstrated increased uptake of curricular components and an increase in advocacy activities. The themes extracted from semistructured interviews of lead faculty at each program revealed that the Collaborative (1) reduced faculty isolation, increased motivation, and strengthened faculty academic development, (2) enhanced identification of curricular areas of weakness and provided curricular development from new resources, (3) helped to address barriers of limited resident time and program resources, and (4) sustained the Collaborative's impact even after formal funding of the program had ceased through curricular enhancement, the need for further resources, and a shared desire to expand the collaborative network.

Identifying Public Health Competencies Relevant to Family Medicine

Public health situations faced by family physicians and other primary care practitioners, such as severe acute respiratory syndrome (SARS) and more recently H1N1, have resulted in an increased interest to identify the public health competencies relevant to family medicine. At present there is no agreed-on set of public health competencies delineating the knowledge and skills that family physicians should possess to effectively face diverse public health challenges. Using a multi-staged, iterative process that included a detailed literature review, the authors developed a set of public health competencies relevant to primary care, identifying competencies relevant across four levels, from “post-MD” to “enhanced.” Feedback from family medicine and public health educator–practitioners regarding the set of proposed “essential” competencies indicated the need for a more limited, feasible set of “priority” areas to be highlighted during residency training. This focused set of public health competencies has begun to guide relevant components of the University of Toronto's Family Medicine Residency Program curriculum, including academic half-days; clinical experiences, especially identifying “teachable moments” during patient encounters; resident academic projects; and elective public health agency placements. These competencies will also be used to guide the development of a family medicine–public health primer and faculty development sessions to support family medicine faculty facilitating residents to achieve these competencies. Once more fully implemented, an evaluation will be initiated to determine the degree to which these public health competencies are being achieved by family medicine graduates, especially whether they attained the knowledge, skills, and confidence necessary to effectively face diverse public health situations—from common to emergent.

Questioning as a Tool in Teaching

OPEN ACCESSJuly 7, 2011Questioning as a Tool in Teaching Ellen Tattelman, Arati Karnik, MD, Alice Fornari, EdD Ellen Tattelman Albert Einstein College of Medicine of Yeshiva University Google Scholar More articles by this author , Arati Karnik, MD Chestnut Hill Family Practice Google Scholar More articles by this author , Alice Fornari, EdD Hofstra North Shore-LIJ School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.8419 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThe literature has shown that the targeted use of questioning can help evolve critical thinking skills in the learner. Thus, we developed this teaching handout to demonstrate the use of questioning to nurture the learner into higher levels of intellectual thinking. It is intended as a faculty development resource for community-based clinical faculty. This handout can be used to introduce the questioning strategies by first introducing the modified Bloom's taxonomy. The second page illustrates a concrete clinical example of how questions can be posed to learners to escalate to higher levels of thinking. This handout was developed to be posted or readily available in precepting areas as an easy reference tool. As a complement to the handout, we have created an interactive PowerPoint presentation geared towards residents in a resident-as-teacher session or toward faculty in a more detailed, interactive faculty development session. During these presentations, the participants observe a precepting demonstration that uses the modified Bloom's taxonomy hierarchy of questioning. They then actively take part in developing questions at all levels and role-play a typical clinic precepting case to practice what has been introduced. The format of nonconfrontational questioning presented here along Bloom's hierarchy of learning levels is designed to stimulate critical and creative thinking while the learners build confidence as they formulate answers. Educational Objectives By using this resource, faculty should be able to: Discuss the concept of a hierarchy of questioning as a model of teaching and learning.Illustrate the use of questioning with a common clinical case.Recognize opportunities to use questioning in various teaching settings.Practice the use of questioning in a supportive, nonconfrontational manner. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Questioning Instructor's Guide.doc Questioning Teaching Tips.doc Questioning Presentation.ppt Questioning Script for Demonstration Case.doc Questioning Role Play for Practice Case.doc Evaluation Card.doc 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. CitationTattelman E, Karnik A, Fornari A. Questioning as a Tool in Teaching. MedEdPORTAL. 2011;7:8419. https://doi.org/10.15766/mep_2374-8265.8419 Copyright & Permissions© 2011 Tattelman et al. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsDecision MakingQuestioningCritical ThinkingPrecepting Disclosures None to report. Funding/Support None to report. Loading ...

University of Hawaii at Mãnoa John A. Burns School of Medicine

University of Hawaii at Mãnoa John A. Burns School of Medicine

University of Virginia School of Medicine

University of Virginia School of Medicine

Increasing Patient Acceptance of Medical Student Participation: Using Interactive Theatre for Faculty Development

Background : Interactive theatre (IT) has been used to train faculty the skills and strategies to address challenging dynamics in educational settings. Purpose : This study described the development, implementation, and evaluation of an IT approach to improve preceptors' skills for increasing patients' acceptance of medical student participation in clinical care. Methods : Focus groups were conducted with faculty, residents, medical students, and clinic staff to discuss issues related to patients declining medical student participation. Findings were used to develop a faculty development session using an IT approach. At a Family Medicine grand rounds presentation, faculty and resident preceptors (n = 42) participated in the IT workshop and completed a pre–post survey assessing skills specific to increasing students' training opportunities in patient care and educational impact of the session. Results : Following the IT session, preceptors reported greater self-efficacy for helping patients feel more comfortable with medical students in the exam room (p =.031, d = 0.338) and increased comfort level with talking to patients about medical students performing sensitive exams (p =.010, d = 0.357). Eighty-eight percent of preceptors agreed or strongly agreed that the session was relevant to improving clinical precepting skills and helped them develop strategies for enhancing medical student involvement in care. Conclusions : Findings suggest that the interactive theatre approach to faculty development is an innovative and effective method to increase preceptors' comfort with discussing medical student involvement with patients.