scholarly journals The Harold Amos Medical Faculty Development Program: Evaluation of a National Program to Promote Faculty Diversity and Health Equity

Health Equity ◽  
2018 ◽  
Vol 2 (1) ◽  
pp. 7-14 ◽  
Author(s):  
James P. Guevara ◽  
Melissa Wright ◽  
Nancy W. Fishman ◽  
David M. Krol ◽  
Jerry Johnson
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Health Equity ◽  
Development Program ◽  
Medical Faculty ◽  
National Program ◽  
Faculty Development Program ◽  
Faculty Diversity

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

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.

Evaluation of a Medical Faculty Development Program

1992 ◽  
Vol 15 (3) ◽  
pp. 350-366 ◽  
Author(s):  
Kelley M. Skeff ◽  
Georgetite A. Stratos ◽  
Merlynn R. Bergen
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Medical Faculty ◽  
Faculty Development Program

scholarly journals Reflection Leading to Action on Diversity, Equity, and Inclusion at the Virginia GWEP

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 90-90
Author(s):  
Charles Alexander ◽  
Patricia Slattum ◽  
Ishan Williams ◽  
Leland Waters
Keyword(s):  
Faculty Development ◽  
Health Equity ◽  
Development Program ◽  
Access Point ◽  
Social Awareness ◽  
Faculty Development Program ◽  
Black Lives Matter ◽  
Geriatric Education ◽  
Equity And Inclusion

Abstract Last year’s Black Lives Matter protests inspired the Virginia Geriatric Education Center (VGEC) GWEP’s plenary to engage in reflection and discussion on diversity, equity, and inclusion (DEI) in our work together. During each bi-monthly meeting, we dedicate time to generate ideas to improve our programming, how we work together, and how we partner and recruit for our programs. Champions for DEI on our plenary led an effort to develop a DEI newsletter clarifying DEI concepts and introducing resources thematically related to the monthly VGEC faculty development program curriculum. By incorporating these resources into our monthly curriculum, facilitators have a new access point to incorporate content on health equity and policy into our curriculum. The intentional focus on DEI is opening the door to deeper reflection and conversation with a goal of improving all our programming, cultivating a new social awareness, and bringing new voices and perspectives to the table.

Mounting Need Assessment of Medical Faculty: to Shift from Tradtional to Integrated Curriculum

2021 ◽  
Vol 15 (10) ◽  
pp. 3469-3472
Author(s):  
Najma Naz ◽  
Asif Mahmood ◽  
Nasrullah Khan ◽  
Shan E Zohra ◽  
Tariq Saeed ◽  
...  
Keyword(s):  
Faculty Development ◽  
Integrated Curriculum ◽  
Teaching And Learning ◽  
Development Program ◽  
Cross Sectional Study ◽  
Community Services ◽  
Medical Faculty ◽  
Faculty Development Program ◽  
Cross Sectional ◽  
Need Assessment

Introduction: FDP is an integral part of any organization to improve the expertise and skills of the faculty that is needed to indorse educational excellence. It is an important tool to enhance student learning and ultimate patient care. To get maximum benefit it must be well formed, properly executed and evaluated. Needs of faculty and institution play important role in organizing faculty development program. Aims & Objective. Current study was conducted to explore professional needs of medical faculty required for implementation of integrated curriculum in various medical colleges of Lahore. Material & Method: This is a descriptive cross sectional study conducted during the period of August to October 2019. Online google form was developed to identify the area of concern. It has two parts, demographic and faculty need assessment. Need assessment questionnaire having six domain (teaching and learning, assessment, curriculum, research, publication and community services) that comprises of 38 items. Each item has five point Likert scale (Strongly disagree to strongly agree). Link of this form was share with the medical faculty through whatsApp and email. Medical teaching faculty were asked to fill the survey form. Result: The response rate was 73%. All Participants exhibited more interest in areas especially teaching competance(70%), publication competence(78%), community services(69%). Whereas express comparatively less interest in research competence(63%), curriculum(63%) and assessment(60%). Conclusion: Need assessment is basic and fundamental part of any FDP. This survey enabled us to identify the concerns of our faculty and areas that needs enhancement in faculty development program. Keywords: Faculty development program, integrated curriculum , need assesssment

A Virtual Medical Faculty Development Program for Remote Teaching, Pilot for Replication

2020 ◽  
Author(s):  
Nagwa Nashaat Hegazy ◽  
Saeed S.A Soliman ◽  
Samar A Ahmed ◽  
Marwa M Ahmed
Keyword(s):  
Faculty Development ◽  
Generation X ◽  
Online Teaching ◽  
Development Program ◽  
Medical Faculty ◽  
Faculty Members ◽  
P Value ◽  
Faculty Development Program ◽  
Significant Difference ◽  
Teaching Learning

Abstract Background: Due to COVID 19 pandemic, several universities have experienced a paradigm shift from classroom to online teaching/ learning. The digital transformation of learning management systems has become a necessity rather than a luxury. Especially baby boomers and generation x may struggle to cope with the challenging transformation; hence there is a dire need for a faculty development program to achieve the goal of that transformation and bridge the gaps in faculty’s technology skills and competencies. Objectives: The primary purpose of the virtual medical faculty development program (VFDP) is to equip educators with technology competencies shown to be conducive to remote online learning. Methodology: An interventional prospective study was held in a university setting. A need analysis was conducted to prioritize the critical technological skills of for faculty members. Based on this analysis, only the indispensable skills that participating faculty members were expected to acquire were included in the program. From each department, 3- 4 Faculty participants were recruited to join in the program with an overall 93 enrolled participants from 26 departments in the Medical School . The intervention comprised five sessions, a session every other day, and lasted for ten days. The Kirkpatrick model was utilized to evaluate the program. Results: Almost 81% of faculty members completed the program and 80 % of participants were satisfied with the content of the program. There was a statistically significant difference between the perceived ability of the participants to share and record video lectures before and after the VFDP (p value <0.001). Conclusion: The virtual medical faculty development program (VFDP) has supported the participating faculty in developing their needed technological competencies required to bridge the gap of remote teaching/learning.

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