Conducting Research on Faculty Development...members with expertise in faculty development and...
Transcript of Conducting Research on Faculty Development...members with expertise in faculty development and...
Conducting Research on Faculty Development
David M. Irby, PhD
Patricia S. O’Sullivan, EdD
University of California San Francisco
April 5 2018
O’Sullivan, P.S. & Irby, D.M. Promoting scholarship in faculty development: relevant research paradigms and methodologies. In Steinert, Y (ed) Faculty Development in the Health Professions, Springer: New York, 2014.
Disclosures & Expectations
• No conflicts of interest to disclosure
• Preview• Overview of the literature
• Model for Research in Faculty Development
• Research Paradigms and Research on Faculty Development
• Studies we would love to do
PubMed Search on “Faculty Development”
Best Evidence in Med Ed Faculty Development
• Programs produce• High participant satisfaction; positive attitudes; knowledge and skill gains;
use of new pedagogies, student learning, collegial networks, and new leadership positions
• Key features of successful programs• Longitudinal, educational project, community building, relevant content,
experiential learning, feedback and reflection, institutional support
• Future research• Move from individual to organizational, from classroom to workplace
• Need more rigorous designs and mixed methods research
Steinert et al. A systematic review of faculty development …. Med Teach. 28 (6): 497-526, 2006.; Steinert et al. A
10 Year Update. Med Teach. 38:8, 769-786, 2016.
Rethinking Med Ed Professional Development
• Recognize changing metaphors for learning• From acquisition/transfer to participation/co-construction
• From focus on individual to groups participing as teams
• Utilize principles of CPD and quality improvement• Offer variety of short and long term educational interventions
• Ground it in workplace and integrate into health care system
• Orient to and guide with patient care outcome data
• Make it team-based, QI oriented, and engage all stakeholders
Sargent J, Wong BM, Campbell CM. CPD of the future: a partnership between quality improvement and competency-based education. Med Educ. 52(2):1-11, 2017; Boud D, Hager P. Rethinking CPD through changing metaphors and location in professional practice. Studies in Cont Educ. 34(1):17-30, 2012.
Best evidence in Higher Education
• Teacher professional development programs• Offer voluntary rather than mandatory participation
• Create learning communities with specific participation strategies
• Provide longer and more intense learning opportunities
• Offer coaches who collaborate with teachers
• Future research• Examine how programs motivate, intellectually engage & offer meaning
• Study teachers’ resistance & resentment toward program demands
• Focus on providers, their expertise, preparation and effectiveness
Kennedy MM. How Does Professional Development Improve Teaching? Rev Educ Res. 86(4):945-980, 2016.
Team-based Teacher Development
• Team-based efforts foster teacher learning• Improves collegiality, reflection, ability to implement new strategies,
understanding of students and pedagogy, etc.
• Attend to individual teams and organization• Focus on individual team interactions (trust, cohesion, communication); clear
goals and objectives team composition, facilitation, and leadership
• Provide organizational support and reward for team achievements
• Future research• Examine impact on team functioning, teacher attitudes, and organizational levels
of support
Gast et al. Team-based professional development interventions in higher education: A systematic review, Rev Educ Res, 87, 736-767, 2017.
Time to Pause
• What approach is popular in studying faculty development?
• Is it the right approach?
Students/Trainees
Student learner outcomes: •Higher performance•Higher ratings of teachers
Patients
Patient care outcomes:• Better patient care•Improved health outcomes
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Faculty member as learner outcomes:•Satisfaction with program•Changes in behaviors
IndividualFaculty
Members
Model of Faculty Development Research
Time to Reframe the Model
• Found this model limiting
• Expanded literature search• Continuing professional development (“learning”) in teacher education
• Continuing medical education
• Quality Improvement
• Workplace learning
• Reframed model
O’Sullivan P, Irby DM. Reframing Research on Faculty Development. Acad Med. 86(4): 422-
428, 2011.
Faculty Development
Community
“Teaching Commons”
Program
Context
ParticipantsRelationships &
Networks
in the Workplace
Organization, Systems & Culture in the
Workplace
Tasks & Activities
in the Workplace
Mentoring & Coaching
in the Workplace
Facilitator
O’Sullivan P, Irby DM. Reframing Research on Faculty Development. Acad Med. 86(4):
422-428, 2011.
New Model
How have others found this model useful?
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O'Sullivan PS. and Irby D. 2011. Reframing Research on Faculty Development. Acad Med. Citation Performance 2011-2017
Citations Cumulative Total
Sessions Sorted by Topics: Fac Dev Conf 2017
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Research Methodologies
O’Sullivan P, Irby D. Promoting Scholarship in Fac Dev. In Steinert Y. Faculty Development in the Health Professions. NY: Springer. pp. 375-398, 2014.
• Randomized/case control
• Correlational• Surveys• Network analysis
Experimental & Quasi-experimental
Positivism and Post Positivism
• Observations• Interviews• Structured tasks• Focus groups• Document review
Qualitative
Interpretivism
Critical Theory • Philosophical analysis
Mixed Methods
• Success cases• Educational design research• Sustainability narratives
Success Cases
• Clarify goals; do impact analysis profile
• Administer brief survey to sample trainees
• Analyze survey data; gauge scope of impact and identify success & non-success cases
• Conduct success case interviews
• Analyze impact, performance data
• Articulate conclusions & recommendationsBrinkerhoff, R. O. The success case method: A strategic evaluation approach to increasing the value and effect of training Advances in Developing Human Resources Vol. 7, No. 1 February 2005 86-101
Olson et al Peering inside the clock: Using success case method to determine how and why practice-based educational interventions succeed JCEHP 31 (S1): S50-59, 2011
Education Design Research
• Address theoretical questions about learning in context
• Progressive refinement: Design experiments are formative research to test and refine educational designs using theoretical principles
• Optimize to observe carefully how different elements are working
Collins, et al Design Research: Theoretical and Methodological Issues J Learn Sci. 2004: 13 (1) 15-42. Dolmans, et al. Building bridges between theory and practice in medical education using a design-based research approach: AMEE guide no. 60 Med Teach. 2012: 34, 1-10.
Sustainability Approach
http://www.mchipngo.net/lib/components/documents/susManualnoAnoC.pdf
Scheirer An agenda for research on the sustainability of public health programs Am J Eval. 2005;26 (3), 320-347.
Network Analysis
Post: “With whom have you become involved as a
result of TSP?”
Pre: “Please describe your network of educators before you began TSP.”
Moses et al. Developing an Educator
Network…Teach Learn Med. 2009; 21(3), 173-
179.
Studies we would love to do• Programs, tasks and activities
• How to include diversity, inclusion and equity in offerings? • How does faculty development strengthen identity formation?
• Facilitators, coaches• How do education coaches function in the workplace?• What do coaches engage with in the learning environment?
• Participants, networks, relationships• How do participants develop education networks in the workplace?• How effective is site-based team faculty development? • What is their intellectual engagement and motivation to engage?
• Context - organization and culture• How could faculty development be built into the routines of work?• How can faculty development integrate with institutional needs?
ASPIRE: Faculty Development Awards
1. Has clear goals that are aligned with organizational priorities, is systematically designed and evidence-based, and improves educational practice, leadership and/or scholarship.
2. Provides a wide variety of program offerings that engage a large number of faculty members.
3. Has sufficient resources to achieve its mission, is conducted by faculty members with expertise in faculty development and builds capacity by expanding the number of individuals skilled in offering faculty development.
4. Engages in ongoing program review and evaluation and examines impact on individuals, organizations and, where possible, the wider community.
5. Is committed to advancing faculty development by incorporating innovation and engaging in educational scholarship.
https://amee.org/awards-prizes/aspire-award
Summary
• The new conceptual model of research on faculty development can shine a spotlight on new areas of research
• A wide variety of research methodologies are available to explore these areas
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