scholarly journals Evidence-based Faculty Development Programming for Regional Medical Campuses and the BASK Framework

2019 ◽  
Vol 2 (4) ◽  
Author(s):  
Ralitsa Akins
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Medical Schools ◽  
Evidence Based ◽  
Development Programs ◽  
Assessment Framework ◽  
Regional Campuses ◽  
Regional Medical ◽  
Development Programming ◽  
Effective Teaching And Learning

Medical schools’ regional campuses respond to vital needs in medical education. About one third of US medical schools have regional campuses. It is important to create and maintain, in all geographically separate locations, climate and culture conducive to effective teaching and learning. An evidence-based approach to designing and implementing faculty development programs for regional medical campuses is described, and the BASK assessment framework is introduced, recognizing the interconnectedness between desired changes in behaviors, and learners’ attitudes, skills and knowledge. IRB approval was obtained for the completion of this study.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

E-Transformation in Higher Education and What It Coerces for the Faculty

2019 ◽  
pp. 355-378
Author(s):  
Ela Akgün-Özbek ◽  
Ali Ekrem Özkul
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Development Programs ◽  
Global Trends ◽  
Information And Communication ◽  
The Impact

With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.

Faculty Development in Digital Spaces

2019 ◽  
pp. 36-55
Author(s):  
Russell G. Carpenter
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Concept Design ◽  
Development Programs ◽  
Academic Institutions ◽  
Challenging Tasks ◽  
Digital Methods ◽  
Quality Faculty ◽  
Education Academic

The 21st-century faculty member is faced with numerous challenging tasks. Teaching must be current and highly engaging. To ensure the highest quality faculty development focused on digital teaching and learning, higher education academic institutions need to identify innovative new ways to address these challenges, often through digital methods and deliveries. Too often, however, faculty are pressured with diminished time and resources. That is, teaching, scholarship, and service dominate faculty members' schedules and time for faculty development is limited. To confront this serious issue, higher education academic institutions should develop applicable and digitally enabled faculty development programs designed in online, modular environments. This chapter provides an overview and analysis of the concept, design, and implementation of the DEEP (Developing Excellence in Eastern's Professors) online, modular faculty development system as a model for digital teaching and learning.

scholarly journals Establishing Regional Medical Campuses to Ensure Comparable Experiences: Recommendations From a Narrative Review

2020 ◽  
Vol 7 ◽  
pp. 238212052093661
Author(s):  
Julie S Byerley ◽  
Johanna H Foster ◽  
Gary L Beck Dallaghan
Keyword(s):  
Medical Schools ◽  
Narrative Review ◽  
Building Relationships ◽  
Regional Campuses ◽  
Branch Campuses ◽  
Relevant Evidence ◽  
Regional Medical ◽  
Regional Campus ◽  
Full Text Review ◽  
Medical Librarian

Background: Given increasing class sizes and desires to keep costs down, many medical schools are developing regional clinical campuses. We found our regional campus system to be very successful in allowing class size expansion, inspiring a workforce for the state, and concurrently allowing our students to individualize their experience. We desire to articulate our experience, with a review of the relevant evidence, with the goal of assisting other medical schools in their efforts to develop regional medical campuses. Methods: We conducted a narrative literature review to identify considerations for developing regional campuses, taking into consideration our experiences in the process. A medical librarian undertook a literature search for the purposes of this narrative review. Results: Of the 61 articles identified, 14 were included for full-text review. Five facets on branch campus development were identified: relationships, infrastructure, curriculum, recruitment, and accreditation. Within each of these facets we provide further details based on findings from the literature complemented by our experience. Conclusions: Launching a regional campus requires building relationships with clinical partners, ensuring an infrastructure that supports student need and accreditation, comparable curriculum with the same objectives and assessment measures, and aspects of the experience that inspire a student desire to learn in that setting. We share our experience in building successful branch campuses, which have added significantly to our large public school of medicine and its service to our state.

Evidence-Based Debriefing

2020 ◽  
Vol 39 (1) ◽  
pp. 129-148
Author(s):  
Kate J. Morse ◽  
Mary K. Fey ◽  
Susan Gross Forneris
Keyword(s):  
Nursing Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Experience ◽  
Evidence Based ◽  
Metacognitive Skills ◽  
Outcomes Evaluation ◽  
Simulation Scenario ◽  
Effective Teaching And Learning

Ongoing shifts in the healthcare system require practitioners who possess metacognitive skills to evaluate their decisions and the thinking and rationale guiding those decisions. In an effort to design learning activities that support metacognition in nursing education, undergraduate and graduate faculty, are embracing simulation-based education (SBE) as an effective teaching and learning strategy. SBE includes prebriefing, the simulation scenario, and debriefing, all of which are supported by psychological safety. Prebriefing precedes the entire learning process and is integral to engagement in the simulation and to the effectiveness of the debriefing. Debriefing provides educators with the opportunity to explore and develop those metacognitive skills with learners. In this chapter on evidence-based debriefing, the authors will explore the evidence and theories surrounding best practices in SBE, specifically the prebriefing and debriefing components of the learning experience. The chapter explores the theoretical foundation of SBE and theory-based debriefing; educational best practices of prebriefing as an integral part of an effective debriefing; theory-based debriefing models; research evidence of debriefing outcomes; evaluation of the prebriefing and debriefing process; and finally, provides recommendations on the priorities for further research in debriefing. Within this chapter, the term educator is inclusive of undergraduate, graduate, and professional development nurse educators and reflects the educator role in SBE.

scholarly journals Evidence-Based Course Design for Active Learning: Evaluation of a Blended Learning Approach to Enable Academic Faculty Development

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Samuel Olugbenga King
Keyword(s):  
Active Learning ◽  
Faculty Development ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Research University ◽  
Course Design ◽  
Academic Development ◽  
Systematic Evaluation ◽  
Evidence Based ◽  
Learning Technology

This article describes two blended learning (technology-rich) professional development workshops on course design for active learning to enable faculty development at a research university in the Southeastern United States. Specifically, the workshops were designed to address gaps in the international academic development literature, and so this article highlights one way to address related requirements, such as the need for systematic evaluation, provision of thick descriptions of academic development practices, and evaluation of the effect of different learning environments (physical classroom spaces) on teaching and learning outcomes. Hence, the workshops model evidence-based approaches for designing faculty development, including the systematic alignment of the workshops’ goals with qualitative and quantitative evaluations of the workshops’ effectiveness.

Minority Faculty Development Programs at US Medical Schools—Reply

JAMA ◽  
2014 ◽  
Vol 311 (11) ◽  
pp. 1158
Author(s):  
James Guevara ◽  
Emem Adanga ◽  
Margo Brooks Carthon
Keyword(s):  
Faculty Development ◽  
Medical Schools ◽  
Minority Faculty ◽  
Development Programs
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