• Like

Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Distance Learning for Health Workshop: Programmes of Training for Health Managers and Educators - Ralf Graves

  • 1,076 views
Uploaded on

 

More in: Education , Business
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
1,076
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
4
Comments
0
Likes
1

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. FAIMER: Strengthening health professions education
    Bill Burdick
    Associate Vice President for Education
    Ralf Rundgren Graves
    Program Manager, Regional Institutes
  • 2. Objectives
    Create network of health professions educators for collaboration & support
    Strengthen and Expand:
    • leadership, management skills
    • 3. education methods
    Create or strengthen field of health professions education (HPE)
  • 4. Strategy
    FAIMER Regional Institutes (FRIs) for culturally relevant faculty development
    PHL Institute for global interaction, development of future FRI leadership
    Fellows as a force multiplier
    Strengthen education units to enhance development of other health educators
    Research
  • 5. Strategy
    Projects as a vehicle for learning
    Application of knowledge & skills
    Connection to local/ community setting
    Scholarship/ Publication
    Model interactive teaching
    Extensive personal mentoring
    Career, papers, meeting planning
  • 6. Strengthening the FAIMER network
    Interactive residential sessions
    Listservs
    Support for regional meetings
    Technical support for “satellite workshops”
    Feature Fellows at international meetings
    Co-authorship of papers
    Website recognition of Fellows (faimer.org)
    FRI websites (faimerfri.org)
  • 7.
  • 8. Face to face connections
  • 9. Outcomes
    Create network of educators for collaboration and support
    Strengthen:
    leadership, management skills
    education methods
    Create or strengthen field of health professions education
  • 10.
  • 11. Community of educators created
    “FAIMER has changed the way I view medical education. I am now never alone, have access to a network of like-minded people and a wealth of knowledge.”
    CMCL 2007 Fellow
  • 12. Community of educators created
    “Knowing so many people committed to medical education, … and can count on these people for the daily work is very good!”
    Brazil 2007 Fellow
  • 13. Collaboration between Fellows
  • 14. Outcomes
    Create network of educators for collaboration and support
    Strengthen:
    leadership, management skills
    education methods
    Create or strengthen field of health professions education (HPE)
  • 15. Knowledge: (retrospective pre-, post)
    *All differences are statistically significant (p < 0.0001)
  • 16. Knowledge: (retrospective pre-, post)
    *All differences are statistically significant (p < 0.0001)
  • 17. Outcomes
    Create network of educators for collaboration and support
    Strengthen:
    leadership, management skills
    education methods
    Create or strengthen field of health professions education
  • 18. Field of health professions education created
    India
    Bi-annual National meeting
    Delhi (2007), Pune (2009), Vellore (2011)
    Journal
    South East Asian J of Medical Education
    On-line discussion group (1200 members)
    Triggered by first national meeting
  • 19. Field of health professions education supported
    Southern Africa
    South African Association of Health Educationalists (SAAHE)
    Leadership
    Fellows participation
    Workshop leaders, speakers
    African J of Health Professions Education
    Moving toward diploma status
    SAFRI/FAIMER: 5 NIH/ PEPFAR MEPI grants
  • 20. Field of health professions education supported
    Brazil
    Nationally recognized certificate for BrFRI
    Diploma for Specialization Course on Education for the Health Professions
    Association of Brazilian Medical Education
    BrFRI presentations, leadership
  • 21. Field of health professions education supported
    Latin America
    Creation of FAIMER Regional Initiative in Latin America (FRILA)
    FRILA website
    Sponsored participation as presenters in regional conferences and workshops
  • 22. Education units at Fellows’ schools (cumulative)
  • 23.
  • 24. Impact of project (n=30 PHL Fellows)
  • 25. Projects as a vehicle for change
    Source: Professional Development Portfolios
  • 26. Projects as a vehicle for change
    Source: Professional Development Portfolios
  • 27. Fellow Publications: Based on FAIMER Project
    Source: Professional Development Portfolios
  • 28. Projects as a vehicle for change
    Source: Professional Development Portfolios
  • 29. FAIMER at 10
    • 6 Institutes (PHL + 5 FRIs)
    • 30. 39 Countries
    • 31. 504 Fellows 
    • 32. 171 workshops and conferences
    • 33. 248 publications (post Fellowship)
    • 34. 374 presentations
    • 35. > 5,000 faculty in Fellow-led programs
    • 36. 24 IFME Fellows (advanced degrees)
  • Objectives achieved
    • Create network of educators for collaboration and support
    • 37. Strengthen:
    leadership, management skills
    education methods
    • Create or strengthen field of health professions education
  • FAIMER - OU - WFME Distance Learning Modules For Health Professions Education
  • 38. COURSE STRUCTURE:7 Themes
    Self- review &
    accreditation
    Educational
    management
    & leadership
    Open &
    distance learning
    Assessment
    Research,
    evaluation
    & scholarship
    Teaching &
    learning in
    medicine
    Curriculum design
    and development
  • 39. Theme 1: SELF-REVIEW & ACCREDITATION
    1. Standards for medical education
    2. Organising a self-review
    3. Gathering, analysing & presenting
    evidence for self-review
    5. Implementing improvements after self-review
    6. Planning an external review
    4. Self-review in low resource circumstances
    7. Purposes and methods of accreditation
    8. Non-regulatory approaches to quality assurance
  • 40. MODULES
    10 weeks of study of printed
    module with learning activities
    +
    1 hour per week
    One module
    +
    =
    2 Tutor Marked Assignments
    with full feedback
    +
    On-line moderated discussion
    forum with Learning Adviser
  • 41. COURSE COMPLETION
    At the end of the course, participants receive a course participation certificate
    This can be used as evidence of Continuing Professional Development (CPD) for accredited prior learning to offset a practice-based CPD certificate course at the Open University.
  • 42. We held the final meeting … on curriculum development today [at Ibadan]. … in preparation for the presentation [at a national conference] in July.
    It is an integrated, system-based, patient-centered, community-oriented, competency-driven curriculum. We shall start implementing it with the 2011 intake of students.
    I remain ever grateful to FAIMER.
    -E.Oluwabunmi Olapade-Olaopa, PHL 2002
    Posted on Nigerian Medical Educators Yahoo! Group 6/18/10
  • 43.
  • 44. Thank you!