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Conceptualizing Education Faculty Development for Hospital-Based Faculty Elisabeth E. Bennett, PhD Director, Education Res...
Hospital Setting <ul><li>Over 500 faculty plus preceptors </li></ul><ul><li>Many with little training in education </li></...
Purpose & Perspective <ul><li>Purpose : To support advancement of knowledge and innovative approaches to the preparation o...
Competency Domains (ER) Educational Research (CD) Curriculum Development (TT) Teaching Techniques (IT) Instructional Techn...
Domain Examples <ul><li>Learning Models & Philosophies </li></ul><ul><ul><li>Adult Learning </li></ul></ul><ul><ul><li>Exp...
Faculty Development Survey (N=104) <ul><li>Constructs were initially validated across disciplines and professions </li></u...
Faculty Development Construct Assessment N = 104 <ul><li>“ Interest” and “Need” questions were analyzed for adherence </li...
Implications for Practice <ul><li>Continue inter-professional courses where appropriate </li></ul><ul><li>“ Going around t...
Implications for Research <ul><ul><li>Further validate the EFD model </li></ul></ul><ul><ul><ul><li>Refine basic or founda...
Reference <ul><li>Jolly, Brian. C. (2002). Faculty development for curricular implementation. In G. R. Norman, C P. M. van...
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Conceptualizing Education Faculty Development

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This presentation was made at the 2010 Northeast Group on Educational Affairs annual conference. It describes education competency domains for hospital-based faculty at Baystate Medical Center, the Western Campus of Tufts University School of Medicine. These competencies will become inreasingly important as graduate medical education transitions to competency-based milestones.

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Transcript of "Conceptualizing Education Faculty Development"

  1. 1. Conceptualizing Education Faculty Development for Hospital-Based Faculty Elisabeth E. Bennett, PhD Director, Education Research and Development, Baystate Health Assistant Professor, Tufts University School of Medicine [email_address]
  2. 2. Hospital Setting <ul><li>Over 500 faculty plus preceptors </li></ul><ul><li>Many with little training in education </li></ul><ul><li>2000+ students yearly </li></ul><ul><li>Balance competing demands </li></ul>
  3. 3. Purpose & Perspective <ul><li>Purpose : To support advancement of knowledge and innovative approaches to the preparation of tomorrow’s healthcare professionals through the development of faculty expertise in clinical education and educational research </li></ul><ul><li>Perspective : Jolly (2002) suggests medical education faculty development has been overly focused on teaching skills for ‘old curricula.’ New thinking is needed to manage dramatic changes on the horizon </li></ul>
  4. 4. Competency Domains (ER) Educational Research (CD) Curriculum Development (TT) Teaching Techniques (IT) Instructional Technology (ACOD) Academic Career & Organizational Development (LMP) Learning Models & Philosophies Education Faculty Development
  5. 5. Domain Examples <ul><li>Learning Models & Philosophies </li></ul><ul><ul><li>Adult Learning </li></ul></ul><ul><ul><li>Experiential Learning </li></ul></ul><ul><li>Curriculum Development </li></ul><ul><ul><li>Instructional Design </li></ul></ul><ul><ul><li>Needs Assessment </li></ul></ul><ul><ul><li>Evaluation </li></ul></ul><ul><li>Academic Career & Org. Development </li></ul><ul><ul><li>Developing Teaching Portfolios </li></ul></ul><ul><ul><li>Mentorship </li></ul></ul><ul><ul><li>Fostering Career Development </li></ul></ul><ul><ul><li>Team Dynamics </li></ul></ul><ul><ul><li>Leading Change </li></ul></ul><ul><ul><li>Action Learning </li></ul></ul>
  6. 6. Faculty Development Survey (N=104) <ul><li>Constructs were initially validated across disciplines and professions </li></ul><ul><li>Few respondents provided topical ideas </li></ul><ul><li>Nearly all qualitative comments fell within the constructs. Two comments were not education related </li></ul>
  7. 7. Faculty Development Construct Assessment N = 104 <ul><li>“ Interest” and “Need” questions were analyzed for adherence </li></ul><ul><li>“ Other” needs were reviewed for adherence </li></ul>
  8. 8. Implications for Practice <ul><li>Continue inter-professional courses where appropriate </li></ul><ul><li>“ Going around the wheel”: offer courses in each domain over time </li></ul><ul><li>Future may include certificates (e.g. master teacher) </li></ul><ul><li>Conduct additional needs assessments & identify teaching talent </li></ul><ul><li>Build on-line resources </li></ul>
  9. 9. Implications for Research <ul><ul><li>Further validate the EFD model </li></ul></ul><ul><ul><ul><li>Refine basic or foundational topics versus intermediate or advanced topics </li></ul></ul></ul><ul><ul><ul><li>Understand the medical education continuum in relation to EFD </li></ul></ul></ul><ul><ul><ul><li>Conduct wide scale data sampling, possibly starting in the Tufts system of 13 affiliates </li></ul></ul></ul><ul><ul><li>Determine how these domains interact with each other </li></ul></ul><ul><ul><li>Study how education faculty development varies by organizational context </li></ul></ul>
  10. 10. Reference <ul><li>Jolly, Brian. C. (2002). Faculty development for curricular implementation. In G. R. Norman, C P. M. van der Vleuten, & D. I Newble (Eds.), International handbook of research in medical education . Dordercht, The Netherlands: Kluwer Academic Publishers. </li></ul>
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