FAIMER:
Strengthening
health professions
education
Bill Burdick
Associate Vice President for Education
Ralf Rundgren Grave...
Objectives
1. Create network of health professions
educators for collaboration & support
2. Strengthen and Expand:
 leade...
Strategy
• FAIMER Regional Institutes (FRIs) for
culturally relevant faculty development
• PHL Institute for global intera...
Strategy
• Projects as a vehicle for learning
–Application of knowledge & skills
–Connection to local/ community setting
–...
Strengthening the FAIMER network
• Interactive residential sessions
• Listservs
• Support for regional meetings
• Technica...
Face to face connections
Outcomes
1. Create network of educators for
collaboration and support
2. Strengthen:
– leadership, management skills
– edu...
Community of educators created
“FAIMER has changed the way I view
medical education. I am now never alone,
have access to ...
Community of educators created
“Knowing so many people committed to
medical education, … and can count on
these people for...
Collaboration between Fellows
Accomplishment
% with
Collaboration
Presentations (N=374) 25%
Conferences/Workshops Organize...
Outcomes
1. Create network of educators for
collaboration and support
2. Strengthen:
– leadership, management skills
– edu...
Knowledge: (retrospective pre-, post)
N Pre (SD) Post
(SD)*
Effect Size
International
Medical
Education
46 3.5 (1.3) 5.4 (...
Knowledge: (retrospective pre-, post)
N Pre (SD) Post (SD)* Effect Size
Electronic
Learning and
Management
45 4.3 (1.1) 5....
Outcomes
1. Create network of educators for
collaboration and support
2. Strengthen:
– leadership, management skills
– edu...
Field of health professions
education created
• India
– Bi-annual National meeting
• Delhi (2007), Pune (2009), Vellore (2...
Field of health professions
education supported
• Southern Africa
– South African Association of Health
Educationalists (S...
Field of health professions
education supported
• Brazil
– Nationally recognized certificate for BrFRI
• Diploma for Speci...
Field of health professions
education supported
• Latin America
– Creation of FAIMER Regional Initiative in
Latin America ...
Education units at Fellows’ schools
(cumulative)
0
10
20
30
40
50
60
1975 1980 1985 1990 1995 2000 2005 2010
#ofUnits
Impact of project (n=30 PHL Fellows)
13%
13%
13%
23%
33%
37%
50%
57%
0% 10% 20% 30% 40% 50% 60%
Has ended
Ongoing but not ...
Projects as a vehicle for change
Response %
Quality of teaching has improved 53%
More inter-departmental collaboration in ...
Response %
Assessment is more reliable and valid 40%
Curriculum is better aligned with community health needs 33%
Self-dir...
Fellow Publications:
Based on FAIMER Project
Source: Professional Development Portfolios
Response %
Electronic-learning among students has increased 27%
Students more knowledgeable in working in community settin...
FAIMER at 10
 6 Institutes (PHL + 5 FRIs)
 39 Countries
 504 Fellows 
 171 workshops and conferences
 248 publicatio...
Objectives achieved
 Create network of educators for
collaboration and support
 Strengthen:
leadership, management skill...
FAIMER - OU - WFME
Distance Learning Modules For
Health Professions Education
COURSE STRUCTURE:
7 Themes
Self- review &
accreditation
Educational
management
& leadership
Open &
distance learning
Asses...
1. Standards for
medical education
2. Organising a
self-review
3. Gathering, analysing & presenting
evidence for self-revi...
MODULES
One module =
10 weeks of study of printed
module with learning activities
1 hour per week
2 Tutor Marked Assignmen...
COURSE COMPLETION
• At the end of the course, participants
receive a course participation certificate
• This can be used a...
We held the final meeting … on curriculum
development today [at Ibadan]. … in preparation
for the presentation [at a natio...
Thank you!
Distance Learning for Health Workshop: Programmes of Training for Health Managers and Educators - Ralf Graves
Distance Learning for Health Workshop: Programmes of Training for Health Managers and Educators - Ralf Graves
Distance Learning for Health Workshop: Programmes of Training for Health Managers and Educators - Ralf Graves
Distance Learning for Health Workshop: Programmes of Training for Health Managers and Educators - Ralf Graves
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Distance Learning for Health Workshop: Programmes of Training for Health Managers and Educators - Ralf Graves

  1. 1. FAIMER: Strengthening health professions education Bill Burdick Associate Vice President for Education Ralf Rundgren Graves Program Manager, Regional Institutes
  2. 2. Objectives 1. Create network of health professions educators for collaboration & support 2. Strengthen and Expand:  leadership, management skills  education methods 3. Create or strengthen field of health professions education (HPE)
  3. 3. 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
  4. 4. 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
  5. 5. 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)
  6. 6. Face to face connections
  7. 7. Outcomes 1. Create network of educators for collaboration and support 2. Strengthen: – leadership, management skills – education methods 3. Create or strengthen field of health professions education
  8. 8. 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
  9. 9. 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
  10. 10. Collaboration between Fellows Accomplishment % with Collaboration Presentations (N=374) 25% Conferences/Workshops Organized (N=171) 20% Publications (N=248) 16%
  11. 11. Outcomes 1. Create network of educators for collaboration and support 2. Strengthen: – leadership, management skills – education methods 3. Create or strengthen field of health professions education (HPE)
  12. 12. Knowledge: (retrospective pre-, post) N Pre (SD) Post (SD)* Effect Size International Medical Education 46 3.5 (1.3) 5.4 (0.8) 1.9 Change Theory and Management 47 3.3 (1.2) 5.4 (0.8) 2 Personal Professional Development 44 3.8 (0.9) 5.5 (0.6) 2.3 Educational Methods 46 4.6 (1.0) 5.7 (0.7) 1.5 *All differences are statistically significant (p < 0.0001)
  13. 13. Knowledge: (retrospective pre-, post) N Pre (SD) Post (SD)* Effect Size Electronic Learning and Management 45 4.3 (1.1) 5.2 (1.0) 1.3 Assessment of Student Performance 45 4.1 (1.3) 5.6 (0.9) 1.5 Educational Program Evaluation 47 3.2 (1.1) 5.1 (0.8) 1.8 Project Mgmt (2003 -2005) 32 3.3 (1.1) 5.5 (0.8) 2.2 *All differences are statistically significant (p < 0.0001)
  14. 14. Outcomes 1. Create network of educators for collaboration and support 2. Strengthen: – leadership, management skills – education methods 3. Create or strengthen field of health professions education
  15. 15. 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
  16. 16. 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
  17. 17. 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
  18. 18. 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
  19. 19. Education units at Fellows’ schools (cumulative) 0 10 20 30 40 50 60 1975 1980 1985 1990 1995 2000 2005 2010 #ofUnits
  20. 20. Impact of project (n=30 PHL Fellows) 13% 13% 13% 23% 33% 37% 50% 57% 0% 10% 20% 30% 40% 50% 60% Has ended Ongoing but not replicated Applied in another country Applied in another setting Replicated in another course Expanded to other objectives Incorp. as institutional policy Incorporated into curriculum
  21. 21. Projects as a vehicle for change Response % Quality of teaching has improved 53% More inter-departmental collaboration in education 50% More intra-departmental collaboration in education 50% More faculty interest in the quality of teaching 50% Improved student performance on knowledge and outcome measures 47% Source: Professional Development Portfolios
  22. 22. Response % Assessment is more reliable and valid 40% Curriculum is better aligned with community health needs 33% Self-directed learning among students has increased 33% Students demonstrate increased professionalism 33% More faculty interest in research in education 33% Source: Professional Development Portfolios Projects as a vehicle for change
  23. 23. Fellow Publications: Based on FAIMER Project Source: Professional Development Portfolios
  24. 24. Response % Electronic-learning among students has increased 27% Students more knowledgeable in working in community settings 27% Faculty more knowledgeable in working in community settings 23% More faculty teach community health professionals and workers 17% Source: Professional Development Portfolios Projects as a vehicle for change
  25. 25. FAIMER at 10  6 Institutes (PHL + 5 FRIs)  39 Countries  504 Fellows   171 workshops and conferences  248 publications (post Fellowship)  374 presentations  > 5,000 faculty in Fellow-led programs 24 IFME Fellows (advanced degrees)
  26. 26. Objectives achieved  Create network of educators for collaboration and support  Strengthen: leadership, management skills education methods  Create or strengthen field of health professions education
  27. 27. FAIMER - OU - WFME Distance Learning Modules For Health Professions Education
  28. 28. COURSE STRUCTURE: 7 Themes Self- review & accreditation Educational management & leadership Open & distance learning Assessment Research, evaluation & scholarshipTeaching & learning in medicine Curriculum design and development
  29. 29. 1. Standards for medical education 2. Organising a self-review 3. Gathering, analysing & presenting evidence for self-review 4. Self-review in low resource circumstances 5. Implementing improvements after self- review 6. Planning an external review 7. Purposes and methods of accreditation 8. Non-regulatory approaches to quality assurance Theme 1: SELF-REVIEW & ACCREDITATION
  30. 30. MODULES One module = 10 weeks of study of printed module with learning activities 1 hour per week 2 Tutor Marked Assignments with full feedback On-line moderated discussion forum with Learning Adviser + + +
  31. 31. 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.
  32. 32. 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
  33. 33. Thank you!

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