Realist evaluation of faculty development for medical educators: What works for whom and why in the long-term

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

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The long‐term impact of an interprofessional humanistic faculty development programme: A qualitative investigation

Journal of Evaluation in Clinical Practice ◽

10.1111/jep.13277 ◽

2019 ◽

Vol 26 (3) ◽

pp. 738-746 ◽

Cited By ~ 1

Author(s):

Leanne M. Tortez ◽

Phyllis S. Quinlan ◽

Amgad N. Makaryus ◽

Cicy George ◽

Vincenza Caruso ◽

...

Keyword(s):

Faculty Development ◽

Development Programme ◽

Qualitative Investigation ◽

Long Term Impact

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Comparing Faculty Development Needs of Basic Sciences and Clinical Teachers During Major Curricular Reform at Prince Sattam Bin Abdulaziz Medical College in Saudi Arabia

Education in Medicine Journal ◽

10.21315/eimj2021.13.1.4 ◽

2021 ◽

Vol 13 (1) ◽

pp. 31-41

Author(s):

Amira Farghaly

Keyword(s):

Faculty Development ◽

Online Survey ◽

Course Design ◽

Clinical Teaching ◽

Faculty Members ◽

Multiple Choice Questions ◽

Basic Sciences ◽

Medical Teacher ◽

Clinical Teachers ◽

Medical Educators

The required competencies of the medical graduates are changing, and by turn those of medical educators are changing as well. The aim of this study was to compare the faculty development (FD) needs of basic sciences and clinical teachers at the College of Medicine, Prince Sattam Bin Abdulaziz University during reforming of the curriculum to an integrated student-centred curriculum. This study is a descriptive cross-sectional study that included an online survey for faculty members to assess their FD needs and priorities. The survey questionnaire included questions about the experience of faculty members in teaching in integrated curricula, motivators to share in FD activities, preferred formats of FD activities, self-perceived competencies and needs in different areas of medical education, and selfperceived current commitment to the 12 roles of medical educators. Comparison between the basic sciences and the clinical teachers’ perceived competencies, priorities and commitment to the roles of the medical teacher took place. Mann-Whitney U test was used to compare means. The results of the study showed that the highest self-perceived competencies of faculty members were in lecturing (mean = 4.25±0.99) and constructing multiple choice questions (mean = 4.25±0.92). Statistically significant differences were present between basic sciences and clinical teachers in designing integrated courses (p = 0.02) and clinical teaching (p = 0.03). Significant differences were also present in the perceived importance of certain topics in FD programmes, such as course design, blueprinting and simulation. The study concluded that there are differences between basic medical sciences and clinical teachers in the learning needs and the competencies, which should be taken into consideration during planning for FD activities.

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Long-term follow-up of a 10-month programme in curriculum development for medical educators: a cohort study

Medical Education ◽

10.1111/j.1365-2923.2008.03090.x ◽

2008 ◽

Vol 42 (7) ◽

pp. 684-692 ◽

Cited By ~ 13

Author(s):

Aysegul Gozu ◽

Donna M Windish ◽

Amy M Knight ◽

Patricia A Thomas ◽

Ken Kolodner ◽

...

Keyword(s):

Cohort Study ◽

Curriculum Development ◽

Long Term Follow Up ◽

Medical Educators

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Online Faculty Development

International Journal of User-Driven Healthcare ◽

10.4018/ijudh.2013100104 ◽

2013 ◽

Vol 3 (4) ◽

pp. 24-29

Author(s):

Chnimay Shah ◽

Rashmi Vyas

Keyword(s):

Faculty Development ◽

Journal Club ◽

Health Professions ◽

Health Professions Education ◽

Online Faculty ◽

Development Programs ◽

Online Journal ◽

Education And Health ◽

Online Faculty Development ◽

Medical Educators

Online learning has been found useful for faculty development programs in health professions education. The purpose of this paper is to report the online journal club discussion on the article “Health Professionals for a new century: transforming education to strengthen health systems in an interdependent world” published in The Lancet in 2010. This online discussion was conducted from 15th – 30th August 2012 in the MEU- India Google group. The discussion was divided into two parts and moderated by the authors of this paper. Sixteen medical educators participated in the discussion and there were 63 posts in the two weeks that the paper was discussed. The discussion indicated that there were gaps between health professions education and health needs. Translation of social accountability into action is an important step to bridge this gap. One of the uses of advances in information –technology is to have an online journal club discussion, which could be an effective tool for faculty development.

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Teaching Millennials and Generation Z

Advances in Medical Education, Research, and Ethics - Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education ◽

10.4018/978-1-7998-1468-9.ch004 ◽

2020 ◽

pp. 72-91 ◽

Cited By ~ 1

Author(s):

M. Renee Prater

Keyword(s):

Parenting Styles ◽

Future Generations ◽

High Quality ◽

Quality Healthcare ◽

Generation Z ◽

Current Events ◽

Long Term Retention ◽

Medical Educators ◽

Formative Experiences

Each generation is defined not solely by the date of their birth, but also for their beliefs, their priorities, and their motivations. Many factors play heavily into the development of each generation's collective identify, including parenting styles, significant political and current events, changing gender roles, and other formative experiences. These factors significantly and uniquely influence how each generation lives, learns, and interacts with others (Gerhardt, 2016). While most medical educators today are baby boomers, the majority of medical students are millennial and generation Z individuals, who communicate, learn, and interact very differently than their instructors. As a result, effective medical educators are challenged to update their methods of instruction to best suit these newer generations of learners for better assimilation, clinical application, and long-term retention of material, to maintain delivery of high-quality healthcare in the country for future generations (Desy et al., 2017; Waljee, 2018).

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Practice Change Interventions in Long-Term Care Facilities: What Works, and Why?

Canadian Journal on Aging / La Revue canadienne du vieillissement ◽

10.1017/s0714980816000374 ◽

2016 ◽

Vol 35 (3) ◽

pp. 372-384 ◽

Cited By ~ 12

Author(s):

Sienna Caspar ◽

Heather A. Cooke ◽

Alison Phinney ◽

Pamela A. Ratner

Keyword(s):

Nous Avons ◽

Long Term Care ◽

Practice Change ◽

Term Care ◽

What Works ◽

Care Facilities ◽

Il Y A ◽

Longue Duree ◽

Personnel Soignant

RÉSUMÉAu cours des trois dernières décennies, il y a eu une augmentation notable dans les études de pratique concernant changements dans les interventions en soins de longue durée (SLD). Cette critique, basé sur une approche réaliste modifiée, répond aux questions suivantes: Quelles caractéristiques de changement d’intervention fonctionnent bien? Et, dans quelles circonstances, fonctionnent-elles, et pourquoi? Une approche réaliste modifiée a été appliquée pour identifier et expliquer les interactions parmi le contexte, le mécanisme, et les résultats. Nous avons cherché des bases de données électroniques et la littérature publiée pour les études empiriques des interventions pratiques modifiées qui (a) ont été menées dans les établissements de SLD, (b) ont impliqué le personnel soignant formel, et (c) ont fait état d’une évaluation formelle. Quatre-vingt-quatre articles répondaient à nos critères d’inclusion. Les interventions qui ne comprenaient que des facteurs prédisposants étaient moins susceptibles d’être efficaces, tandis que les interventions qui comprenaient des facteurs renforçants étaient les plus susceptibles de produire des résultats durables. Nous avons conclu que les interventions visant à changer les pratiques dans les milieux de SLD devraient inclure les facteurs habilitants et renforçants qui sont à la fois réalisables et efficaces.

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