Reflections on the Value of Participation in Simulation as Young Faculty

As simulation becomes more widely adopted among otolaryngology graduate medical education, faculty have much to contribute and gain from participation in courses. Young faculty in particular are well poised to develop new didactic strategies, as they can bridge recent medical education with real-life specialty experiences. Additionally, participation as faculty leadership in course development is a particularly rich opportunity for professional development.

Curriculum Viability Indicators: A Delphi Study to Determine Standards and Inhibitors of a Curriculum

Curriculum evaluation is typically done by using quality standards defined by accrediting bodies. This does not include inhibitors that hinder the achievement of standards. Hence, to address both standards and inhibitors, we have coined the new concept of “curriculum viability.” This study establishes consensus among experts on curriculum viability indicators, i.e. standards and inhibitors, and aims to provide a framework for evaluating the curriculum viability. The study was done in two phases. In the first phase, a consensus was established on the curriculum viability indicators using the Modified Delphi Technique using two rounds. In the first round of the Delphi process, 25 experts participated, which were reduced to 19 in the second round. After two rounds, experts developed a consensus on 40 out of 44 items. These included 27 standards and 13 inhibitors. In the second phase, 18 experts rank-ordered the indicators according to their relative importance in the areas of educational content and strategies, faculty, leadership, assessment, students, educational/working environment, communication, and technology. The list of indicators provides a framework for evaluating the curriculum viability, and their ordering enables curriculum managers to prioritize them during curriculum evaluation.

Nails on a Chalkboard

This chapter examines faculty leadership from the perspective of the historical context, the role of faculty, the current landscape of faculty leadership, the critical climate of higher education, and looking into the future. The authors provide a plan to foster faculty leadership through the Trilateral Mentorship Model and the CEM Leadership Framework to facilitate institutional leaders in preparing and cultivating the next generation of faculty leaders. Through these models, silos will start to diminish.