Junior faculty core curriculum to enhance faculty development

IntroductionSenior 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.MethodsWe 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. We convened focus groups and with their help, identified themes for inclusion in the course. Speakers were identified from among local senior faculty. University leadership was enlisted in promoting the course. Individual speakers and course content were evaluated daily, at the end of the week-long course, and 6 months later. Planning for subsequent years incorporated the feedback. Yearly evaluations and subsequent course modification continued.ResultsJunior faculty from nearly every department in the Medical Center were represented. There was high learner satisfaction and participation however several limitations were identified and addressed in subsequent years. The focus on principles and available resources, not specific skills or content was appropriate. Daily interactions among participants from a wide variety of departments fostered networking among faculty who may not otherwise have met and discussed common interestsConclusionsThe ultimate value of such an early, intensive faculty development program will depend on whether it equips junior faculty to organize, develop, and achieve their academic goals better than alternative formats. This will require further study.

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Perceptions of Geriatric Medicine Junior Faculty on Success in Academic Medicine: The Saint Louis University Geriatric Academy (SLUGA) Faculty Development Program

The Journals of Gerontology Series A ◽

10.1093/gerona/59.10.m1029 ◽

2004 ◽

Vol 59 (10) ◽

pp. M1029-M1035 ◽

Cited By ~ 1

Author(s):

J. K. Gammack ◽

J. L. Rudolph ◽

A. Adedokun ◽

V. Hirth ◽

R. Kevorkian ◽

...

Keyword(s):

Faculty Development ◽

Academic Medicine ◽

Geriatric Medicine ◽

Development Program ◽

Junior Faculty ◽

Faculty Development Program ◽

Saint Louis ◽

Saint Louis University

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Faculty Development Effectiveness: Insights from a Program Evaluation

Journal of Biomedical Education ◽

10.1155/2014/286081 ◽

2014 ◽

Vol 2014 ◽

pp. 1-5 ◽

Cited By ~ 1

Author(s):

Anupma Wadhwa ◽

Lopamudra Das ◽

Savithiri Ratnapalan

Keyword(s):

Faculty Development ◽

Development Program ◽

Development Programs ◽

Faculty Development Program ◽

Course Content ◽

Time Commitment ◽

Coaching Strategies ◽

Semistructured Interviews ◽

Course Format

Background. Faculty development programs are often time and resource intensive. In order to accommodate time constrained clinicians a limited time commitment faculty development program was developed and was shown to be effective in improving participant’s scholarly productivity. Objectives. The objective of this study was to assess participants’ perceptions of why the faculty development program was effective in promoting scholarship in education. Methods. In-depth semistructured interviews of course participants were conducted a year after completing a faculty development program. The interviews were audiotaped and transcribed verbatim. The transcriptions were coded independently by the investigators for dominant themes. The investigators held coding meetings to further refine the themes and discrepancies were handled by referring to the transcripts and reaching consensus. Results. The participants’ satisfaction with the course as described in the interviews correlated with the early satisfaction surveys. Reasons offered for this impact fell into four broad categories: course content, course format, social networking during the course, and the course facilitation coaching strategies to achieve goals. Conclusions. Course focusing on the process, experiential learning, and situating the course facilitator in the role of a functional mentor or coach to complete projects can be effective in facilitating behaviour change after faculty development programs.

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Junior Faculty Development Program Using Facilitated Peer Mentoring

MedEdPORTAL ◽

10.15766/mep_2374-8265.9905 ◽

2014 ◽

Vol 10 (1) ◽

Author(s):

William Cutrer ◽

Rebekah Brown ◽

Geoffrey Fleming ◽

Jill Simmons ◽

Scott Borinstein ◽

...

Keyword(s):

Faculty Development ◽

Peer Mentoring ◽

Development Program ◽

Junior Faculty ◽

Faculty Development Program

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Basic essential education program (BEEP): a brief introductory faculty development course for medical teachers

Canadian Medical Education Journal ◽

10.36834/cmej.36597 ◽

2012 ◽

Vol 3 (2) ◽

pp. e159-e164

Author(s):

Robert Madan ◽

Raed Hawa ◽

Bruce Ballon ◽

Ivan Silver ◽

Stacey Bernstein

Keyword(s):

Faculty Development ◽

Development Program ◽

Junior Faculty ◽

Teaching Hospitals ◽

Attitudinal Change ◽

Teaching Program ◽

Faculty Development Program ◽

Allied Health Professionals ◽

Unique Role ◽

Development Course

Background: Physicians have a unique role in teaching future physicians and allied health professionals. Yet, most medical doctors have limited instruction in this critical component of their daily activity. Methods: This study was a prospective cohort study of the effectiveness of a local teaching program at two teaching hospitals for junior faculty. Based on a needs analysis and literature review, the teaching program was developed in an accessible and compact format of six consecutive, one-hour "lunch and learn" sessions, held locally over a six week period. Pre-post questionnaires and focus groups were used to evaluate the program. Results: Participants reported being satisfied with the course as whole, particularly in respect to the format and location. There was an improvement in their knowledge in all content areas covered. The greatest benefits were derived from fostering a community of practice and having the opportunity to role play and simulate teaching skills. An attitudinal change towards teaching was noted. Conclusions: A brief, local faculty development program was effective in enhancing physicians’ knowledge, skills, and attitudes in teaching.

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Review of an Intensive Faculty Development Program Conducted at a Regional Medical Campus.

Journal of Regional Medical Campuses ◽

10.24926/jrmc.v3i3.3226 ◽

2020 ◽

Vol 3 (3) ◽

Author(s):

Steven Craig

Keyword(s):

Faculty Development ◽

Development Program ◽

Faculty Development Program ◽

Senior Faculty ◽

Main Campus ◽

Regional Campuses ◽

Faculty Teaching ◽

Regional Medical ◽

Regional Campus ◽

Senior Faculty Member

Purpose: The process of attracting, training, and retaining adjunct clinical faculty can be a challenge for regional medical campuses. It is important to have a faculty development program that addresses the specific needs of community-based faculty members. However, there is a shortage of literature on how to best develop and deliver such programs at regional campuses. Objective: to describe the development and implementation of a comprehensive faculty development program at a regional medical campus. Method: An intensive faculty development program was developed at the regional medical campus of a large US Midwestern medical school. The faculty development program was directed by a senior faculty member at the regional medical campus working with a senior educator from the medical education office on the main campus. The program expanded the number of yearly faculty development workshops offered to all faculty at the regional campus and specifically included an intensive two-year program for 12 faculty teaching scholars. The two-year Teaching Scholars program entailed additional meeting sessions along with assignments, readings, and the scholars’ commitment to incorporate session content into practice. Results: Teaching scholars maintained regular session attendance. Self-assessed knowledge and skills in completing common teaching activities improved for participating faculty across the study period. All participating faculty rated the program good (18%) to excellent (82%) and all indicated they would recommend the program to colleagues. Conclusions: The described program can be accomplished by any regional medical campus working with faculty experts at the main campus. The financial costs of the program were minimal, and data from the program supported its benefits.

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Attitudes of Junior Faculty Members Towards The Role of Faculty Development Program on Their Scholar Activities: The Experience in A Developing Country

10.21203/rs.3.rs-89935/v1 ◽

2020 ◽

Author(s):

Ali Dabbagh ◽

Seyyedeh Narjes Ahmadizadeh ◽

Faranak Behnaz ◽

Kamal Fani ◽

Mahshid Ghasemi ◽

...

Keyword(s):

Faculty Development ◽

Development Program ◽

Junior Faculty ◽

Academic Program ◽

Faculty Members ◽

Development Programs ◽

Faculty Development Program ◽

Advantages And Disadvantages ◽

Positive Attitudes ◽

Definition Of

Abstract Background: the goal of Faculty Development Programs (FDPs) is to continue to provide the necessary resources to build successful, enjoyable and highly productive career. However, the outcome of implantation of new FDP on the faculties' educational improvement has not been adequately assessed. In this study, we assessed the attitudes of junior faculty members regarding the effect of a departmental FDP on their scholar activities in Department of Anesthesia, Critical Care (DACC), School of Medicine, Shahid Beheshti University of Medical Sciences (SBMU), Tehran, Iran.Methods: twelve junior faculty members of DACC, SBMU were selected to fill a secure questioner aiming on the following items: 1- Definition of the PDF in one sentence 2- advantages and disadvantages of PDF 3- If FDP has led to improvements in the faculty’s academic function and if yes 4- explaining how. Key words for this questioner have been analyzed and ranked. Then the same faculty members were asked to rank their attitude from one to ten toward the keywords quantitatively; using a table of 32 items.Results: the results of questioner should that nearly all of the faculties considered FDP as a very advantageous academic program. The results were both qualitative and quantitative.Conclusion: faculty members of DACC, SBMU had positive attitudes towards FDP courses and described the course as "a well-designed multilateral academic teamwork thriving ethical, educational, managerial and research-related capacities".

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Applying Addie Model To Evaluate Faculty Development Program

Issues and Ideas in Education ◽

10.15415/iie.2018.61001 ◽

2018 ◽

Vol 6 (1) ◽

pp. 11-28

Author(s):

ATUL BAMRARA ◽

Keyword(s):

Faculty Development ◽

Development Program ◽

Faculty Development Program ◽

Addie Model

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47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2807 ◽

2007 ◽

Vol 30 (4) ◽

pp. 53

Author(s):

D. Richardson ◽

I. Silver ◽

A. Dionne

Keyword(s):

Program Evaluation ◽

Faculty Development ◽

Program Effectiveness ◽

Teaching Practice ◽

Journal Club ◽

Development Program ◽

Faculty Development Program ◽

Stepping Stones ◽

Certificate Program ◽

The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

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