Faculty Development 2

7/28/2019 Faculty Development 2

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Definition Rationale

Experience Principles and Strategies

Models of quality practices Call to action



Programs, leaders and resources to:

Assist individual faculty in acquiring theknowledge, skills and values needed tosucceed in their academic roles- Teaching

- Scholarship

Strengthen organizations so they can fulfilltheir educational mission

Wilkerson, 1998



Enhance learning Influence specialty choice

Support effect of professional role models Address pressures of clinical productivity Increase job satisfaction Strengthen the institutional mission

Griffith (1997), Blue (1999), Stem (2000)



AAMC Institute for Improving Medical Education, 2004

Develop and support a cadre of teaching

faculty Require participation in orientation

programs on curricular goals andcompetencies

Ensure that all students are exposed to theoutstanding faculty



A successful FACULTY DEVELOPMENTPROGRAM will

improve faculty and student satisfaction improve faculty retention and job

satisfaction improve productivity, and performance

improve medical care and outcomes provide faculty who will serve as

ambassadors and champions for theinstitution



Not only is the University’s academic mission

at stake; so is its capacity to address therising needs of the country and anticipate the

demands of a fast changing and fiercely competitive world .

MSDiokno, 2004



o Setting a more nurturingenvironment for facultyand students through theMentoring Program

Continuing dissatisfactionwith requirements fortenure

Piracy by other schools of medicine

Celebrating our Centennial

Nursing medics,globalization and exodus of the Philippine healthworkforce

Decline in application /enrolment in medicalschools

Challenges to the image of the physician

Internal Environment



INPUT PROCESS PRODUCT

CONTEXTInternal Environment

ExternalEnvironment

Selection and

Recruitment

•Development

•Evaluation

•Retention

•Promotion

Compleat

InnovativeCutting-edgeRelevant UP

Faculty



“Excellent teaching does not happen simplybecause of commitment, commitment to

one’s students, commitment to one’sdiscipline. Excellent teaching happenswhen lively minds interact, and the livelyminds among the faculty are kept lively byresearch . . . Including scholarship. Forgetthat ‘vs.’; we ARE teacher/scholars!”

- Jan Cohn



"Comprehensive faculty developmentempowers faculty members to excel and to

create vibrant academic communities."

(Wilkerson and Irby 1998)



“Whether reporting studies of productivity of research scientists, career satisfaction of clinical educators, or the generalenvironment for mission related activities,the results are the same: effective policiesthat reward contribution to the missions of

research, teaching, and service combinedwith skill development and academic community support are essential tomaintaining productive faculty.”



“Fixing” or incentivizing the faculty memberwithout improving the environment for

mission-related activities is not sufficient



Comprehensive faculty development empowers facultymembers to excel as educators and to create vibrantacademic communities that value teaching and learning.

professional development that orients new facultymembers to the university and their various faculty roles

instructional development with teaching-improvementworkshops, peer coaching, mentoring, and consultation

leadership development to improve effectiveness in

evaluation and advancement of medical education organizational development that addresses policies and

procedures that encourage and reward teaching andcontinual learning

(Wilkerson and Irby, 1998)

developmen

t



Create organizational structures to supportclinical teachers

Provide faculty development programsdirected to needs

Develop a reward system that valuesexcellence in clinical education



FD Committee of Academy of Medical Educators

dedicated to help UCSF faculty improve their

teaching skills, enjoy more fruitful and rewarding

teaching experiences and further develop theircareer paths as educators

TIP-TOP- Teaching Improvement Program (observe master

teachers in action)- Teaching Observation Program (observation of ownteaching activity by peer)

Excellence in Teaching Awards

UCSF Center for Instructional Technology



Understand how people learn- Identify and respond to learning problems

- Analyze innovations in medical education Plan a curriculum

- Set learning objectives- Select appropriate teaching methods- Evaluate learning

Manage curricular change process



FDP is essential to faculty and institutionalvitality

Need to invest in FDP Comprehensive FDP

- organizational structure- needs-directed programs

- merit-based reward system Use variety of strategies Develop FDP networks

More proactive APMC in FDP



Faculty development is essential in creating acollegial learning community that:

Values inquiry, innovation, scholarship Promotes planning, action and reflection Empowers personal and institutional

leadership Creates and sustains organizational vitality

(Bland, 2002)



“The best way to predict thefuture is to create it!”

Peter Drucker



MEDALS (Medical Education Developmentand Learning Studies) offers faculty

development in teaching to all levels of learners and educators

Residents as teachers

Fellows teaching workshops Basic educator development Advanced educator development On-line masters program for health care professionals



MEDAL program Enhance teaching and educational leadership

skills of faculty

Prepare future educational leaders of institutions

METHODS: Monthly workshops + home assignments

(participants select & complete educationalproject) Statewide teaching sites Videoconferencing



Clinical faculty development Local – needs-based CME

- Current/emerging methods andtechnologies using a variety of formats Regional – participation in system-wide

programs National – attendance in nat’l educational

conferences



Objectives: Assist faculty in pursuit of scholarly activity Sensitize to current educational issues

Enhance teaching skills for 21st

century educators

Components: Workshops/mini fellowships

Educational scholar’s fellowship program Masters of Education in Teaching Master Teacher program – preserve teaching

time, encourage innovation



Offered thru Office of EducationalDevelopment

Scholars in Education program Teaching skills series Facilitator workshops Workshops and presentations by request Mentoring

Faculty Development 2

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