scholarly journals Discussing the Undiscussed: What Ingredients are Missing in Faculty Udevelopment Programs?

2018 ◽  
Vol 7 (2) ◽  
pp. 64-67
Author(s):  
Dinesh Kumar
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Early Career ◽  
Development Programs ◽  
Faculty Mentoring ◽  
Faculty Vitality ◽  
Good Judgment ◽  
Faculty Identity ◽  
Early Career Faculty ◽  
Daunting Task

Background: Faculty development programs are essential for the advancement of faculty competence and organizational vitality. This is a multidimensional, daunting task because it involves transforming early career faculty with newer professional competencies such as educators, researchers and leaders. To get accustomed to these newer roles and responsibilitiesin medical education, faculty development programs must be modified and upgraded over time.However, a number of quintessential themes required for contemporary medical education practices are not routinely being addressed, particularly in medical schools in developing countries. Methodology: This narrative review explores some practical complications in the existing faculty development programs and describes six areas to consider as the field of faculty development moves forward: incorporation of faculty identity, faculty vitality, barriers to faculty mentoring,breaking down silos, missing the grounds of evaluation, and importance of phronesis (that is,good character and good judgment). Conclusion: By exploring frequently encountered challenges in designing and implementing faculty development activities, this article asks medical educators to advance faculty development programs beyond formal activities and situate these in a wider context to aid collaboration between colleagues.

scholarly journals Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe

2018 ◽  
Vol 84 (1) ◽  
pp. 183 ◽  
Author(s):  
Antony Matsika ◽  
Kusum Nathoo ◽  
Margaret Borok ◽  
Thokozile Mashaah ◽  
Felix Madya ◽  
...  
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Health Sciences ◽  
Development Programs ◽  
The University ◽  
University Of Zimbabwe

scholarly journals Faculty Development: Social Representations Constructed by Medical School Teachers

2019 ◽  
Vol 43 (2) ◽  
pp. 176-186 ◽  
Author(s):  
Maria Tereza Carvalho Almeida ◽  
Fernanda Alves Maia ◽  
Ernesto José Hoffman ◽  
Ana Tereza Fernandes Barbosa ◽  
Cristina Andrade Sampaio ◽  
...  
Keyword(s):  
Medical Education ◽  
Discourse Analysis ◽  
Faculty Development ◽  
Personal Development ◽  
Social Representations ◽  
Institutional Development ◽  
Structured Interview ◽  
Social Representation ◽  
Development Programs ◽  
The Social

ABSTRACT Faculty Development seeks to support educators in a range of functions in the areas of teaching, research, extension, management and evaluation. The aim of this study was to evaluate faculty development based on the social representations constructed by the teachers of a medical course. A qualitative survey was carried out, using the analytical method of discourse analysis and social representation as a theoretical contribution. Twelve teachers were randomly selected, and a semi-structured interview was conducted for the data collection. The responses, recorded in audio, were transcribed and discourse analysis was performed with the aim of mapping the social representations constructed by the subjects. The social representations were grouped into two categories: institutional development and personal development. Within the category institutional development, three subcategories were identified: Guiding principles of Faculty Development Programs, Teaching-learning strategies used in Faculty Development Programs, and Skills to be developed by faculty. Within the category Personal development, two subcategories were identified: Development as a person and as a social being, and Professional development. Over the years, a variety of social representations have been constructed in relation to the nature of teaching in medical education, but it is only in recent decades that managers and teachers of educational institutions have begun to focus more closely on this topic. In the present study, it was observed that for faculty development to be effective, the educator must have a desire to learn; however, institutional support and recognition are also essential. Faculty Development Programs must be flexible and adaptable, to meet the needs of the institution and its professors, and encourage reflection on their practices, though the exchange of experiences, the development of interpersonal relationships, and collaboration. However, it is vital to identify and facilitate the development of leadership skills, and to systematically evaluate the process and the results achieved. This will encourage teachers to develop in their academic careers and thereby increase the professionalization of teaching. Managers and teachers can sustain a shared mission to win resources, adapt to change, strive for excellence in the leadership of the organization in a national and international context, and consequently, provide a quality medical education.

scholarly journals Faculty development programs for implementing competency based medical education in India: challenges and opportunities

2021 ◽  
Vol 8 (6) ◽  
pp. 3163
Author(s):  
Manjunatha S. Nagaraja ◽  
Revathi Devi M. L.
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Transfer Of Learning ◽  
Faculty Training ◽  
Medical Council ◽  
Development Programs ◽  
Competency Based Medical Education ◽  
Challenges And Opportunities ◽  
Education In India ◽  
Competency Based

India has rolled out competency based medical education which means a thorough overhaul of pedagogical and assessment methods. Several new components are introduced which require focussed faculty training and handholding at times. The erstwhile medical council of India had prepared a meticulous roadmap for this and dedicated faculty development programs were initiated for the smooth and effective transition into CBME. The possible challenges and gaps in faculty development are discussed with available options in this paper. To discharge their duties efficiently, the competencies for the faculty also need to be defined and they should progress from ‘knows’ level to ‘does’ level through longitudinal faculty development programs. The fidelity testing is the key for transfer of learning during FDP for the benefit of the students.

Not a solo ride: co-constructed peer mentoring for early-career educational leadership faculty

2019 ◽  
Vol 8 (4) ◽  
pp. 361-377 ◽  
Author(s):  
Benterah C. Morton ◽  
Elizabeth Gil
Keyword(s):  
Educational Leadership ◽  
Faculty Development ◽  
Peer Mentoring ◽  
Well Being ◽  
Early Career ◽  
Mentoring Programs ◽  
Content Type ◽  
Underrepresented Groups ◽  
Early Career Faculty ◽  
Mentoring Model

PurposeThe purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.Design/methodology/approachThis qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.FindingsFaculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.Practical implicationsThe model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.Originality/valueThis peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

Faculty development programs in medical education

2020 ◽  
Vol 9 (2) ◽  
pp. 200
Author(s):  
PrateekSaurabh Shrivastava ◽  
SaurabhRamBihariLal Shrivastava
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Development Programs
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