FACULTY DEVELOPMENT Kalli Varaklis, MD, MSEd
Outline Why Faculty development? What is faculty development? How to: Start putting together a comprehensive approach to a faculty development curriculum The Maine Medical Center experience MMC Institute for Teaching Excellence (MITE)
Why faculty development? Skills to be a good core faculty are not consistently learned in college, medical school or residency
Why? Because they said so. “Program leadership and core faculty members must participate in faculty or leadership development programs relevant to their roles in the program” “All faculty member involved in the education of residents should participate in programs to enhance the effectiveness of their skills as educations, based on their roles in the program” ACGME Common Program Requirements
Why else….. ? Lack of faculty development opportunities are related to job satisfaction in academic medicine Absence of faculty development programs was cited as a predictor of “serious intent to leave” (faculty at academic medical center), OR=3.30, CI 2.0,4.6) Qualitative study looking at the short and long term effects of a 9 month faculty development program aimed at improving teaching skills: 82% of participants reported significant positive improvement on their professional life (and 49% noted an improvement in their personal life!) Lowenstein et al, 2007 Knight AM, 2007
Why else….. ? It works. Introduction of a “Junior Faculty Development Program” at Penn State COM Two part project Curriculum in research, education, clinical development and career development Mentoring of an individual project by a senior faculty Highly rated by participants Increased perception of own ability Increased number of completed tasks on academic development plan Thorndyke LE, et al, 2006
What is Faculty development? Faculty development is a process by which medical faculty work systematically to improve their skills Work Systematically Skills Most successful when BOTH the individual’s goals are being met and the goals of the organization are being met
Where do you even start??
Step by step approach Maine Medical Center experience as an example
Curriculum Development 6 ‐ Step Approach 1. General Needs Assessment 2. Needs assessment for learners 3. Goals and Objectives 4. Educational Strategies 5. Implementation 6. Evaluation
Step 1: General Needs Assessment “We need a faculty development plan” Define scope, for whom? MMC Centralized Strategically-planned (3 phases) Centralized Coordinated, organized infrastructure for all faculty at MMC and across the state of Maine
Curriculum Development 6-Step Approach General Needs Assessment 1. Needs assessment for learners 2. Goals and Objectives 3. Educational Strategies 4. Implementation 5. Evaluation 6.
Step 2: Needs assessment for learners What do your faculty need? What do you want them to have? Clinical, ACGME core competency-based, Medical Education, Survey stakeholders Look at ACGME specialty-specific competencies CLER, Quadruple Aim, Quality Improvement, Patient Safety Look in the literature Harris DL et al, 2007
Step 2: Needs assessment for learners Consider introduction of an Academic Development Plan for your faculty Define desired focus Personal and professional goals Short term and long term Enumerate strengths, define areas of needed development And how to achieve them Best done with mentoring
Step 2: Needs assessment for learners MMC Went to the literature for published medical education competencies Multiple focus groups with varying stakeholders Added everything non-clinical the steering committee thought was important: Teaching Feedback and Evaluation Medical Education Research CLER, Quadruple Aim, QI, Population Health
Curriculum Development 6-Step Approach General Needs Assessment 1. Needs assessment for learners 2. Goals and Objectives 3. Educational Strategies 4. Implementation 5. Evaluation 6.
Step 3: Goals and Objectives Linked to each of the educational needs Can frame in different ways: Knowledge Skills Attitudes Example: Teaching in OR Faculty will understand importance of and the different strategies for teaching in the OR, utilize the BID teaching method and consistently teach in every operative procedure
Curriculum Development 6-Step Approach General Needs Assessment 1. Needs assessment for learners 2. Goals and Objectives 3. Educational Strategies 4. Implementation 5. Evaluation 6.
Step 4: Educational strategies WHO is going to teach? HOW are you going to teach the content? WHERE are you going to house the material? WHO is going to manage the content, system? Teaching in the OR example: E-learn on the website, video, one-page printed reminder on-line, linked research papers Faculty available on Speaker’s Bureau, to come and give a more in-depth Grand Rounds
Step 4: Educational strategies HOW are you going to teach the content? Likely need many different approaches: Web-based e-learns, webinars, videos Live lectures (Grand Rounds, seminars, case conferences) Observation, reflection Simulation Passive vs Active
Step 4: Educational strategies MMC Principles Offerings need be of high quality and need to add value to the educational mission Need tiers of offerings, menu of options Develop learning communities and cohorts of learners Tailor offerings to different learning styles Offer certificates and highlight achievements and awards Offer some mechanism for faculty to assess gaps in their educational needs Offer CME
Curriculum Development 6-Step Approach General Needs Assessment 1. Needs assessment for learners 2. Goals and Objectives 3. Educational Strategies 4. Implementation 5. Evaluation 6.
Step 5: Implementation Identify Needed Resources Expenses Time for whoever is developing/overseeing the curriculum! Web management support Project/Program Manager salary Annual conference expenses, lunch and learns Potential income Charge for some activities Support from Medical Staff ?Grants Faculty Steering committee Teachers Speakers for Speakers’ Bureau
Step 5: Implementation Where to house the curriculum? Intranet page Shared document system (ie: Googledocs, Sharepoint) Website Shop around for different website management companies Make sure your project manager has solid understanding of websites Make sure that your institution’s IT is involved early To log in or not to log in?? Support for problems Ability to track usage
Step 5: Implementation Marketing – on everything you offer Name Logo Mission
Pediatric Faculty Development (PDF)
Step 5: Implementation Lead-time One year of planning and executing Steering committee with broad representation from education and sponsoring institution Phases of implementation Phase I: on-line content, Speaker’s Bureau, Monthly tips, Journal club blog, advertising, clinical teaching certificate Phase II: Academy, Evaluations Phase III: Outreach, ?Master’s Medical Education Deadlines July 1 st , 2016
Step 5: Implementation MARKETING Stakeholders Hopefully they have already heard about the plan, already have buy-in Consider offering to senior residents as well Talking tour E-news Go to program directors, Chiefs, faculty development champion
Curriculum Development 6-Step Approach General Needs Assessment 1. Needs assessment for learners 2. Goals and Objectives 3. Educational Strategies 4. Implementation 5. Evaluation 6.
Step 6: Evaluation Decide in advance how you are going to evaluate your curriculum and delivery system What are your desired outcomes? Improved teaching? Evaluation? Faculty satisfaction? Accreditation metrics?
Step 6: Evaluation Evaluation from users/consumers/students Traffic on a website Post-curriculum examinations Competency assessments Participation in in-person offerings Pick your metrics in advance
Online Learning: • Faculty Resources Med Ed Outreach: Conferences, Workshops • Monthly Tips & Certificates: • Speaker’s Bureau • Programs & Certificates MMC Institute for • Med Ed Grand • Academy of MITE Rounds Teaching Excellence MMC Institute for Teaching Excellence Recognition & Promotion: Scholarly Activity: • Speaker’s Bureau • Teaching Awards • Spotlight on Teaching • Journal Club Blog Excellence • MEORG • Education Innovations • Academy of MITE • Tools for Advancement grant
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