FACULTY DEVELOPMENT Kalli Varaklis, MD, MSEd Outline Why Faculty - - PowerPoint PPT Presentation
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
Why Faculty development? What is faculty development? How to:
Start putting together a comprehensive approach to a
The Maine Medical Center experience
MMC Institute for Teaching Excellence (MITE)
Skills to be a good core faculty are not consistently
“Program leadership and core faculty members
“All faculty member involved in the education of
ACGME Common Program Requirements
Lack of faculty development opportunities are related
Absence of faculty development programs was cited as a
Qualitative study looking at the short and long term
82% of participants reported significant positive
Lowenstein et al, 2007
Knight AM, 2007
Introduction of a “Junior Faculty Development Program”
Two part project
Curriculum in research, education, clinical development and
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
Thorndyke LE, et al, 2006
Faculty development is a process by which medical
Work Systematically Skills Most successful when BOTH the individual’s goals
Step by step approach Maine Medical Center experience as an example
“We need a faculty development plan”
Define scope, for whom?
MMC
Centralized Strategically-planned (3 phases) Centralized Coordinated, organized infrastructure for all faculty at
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What do your faculty need? What do you want
Clinical, ACGME core competency-based, Medical
Survey stakeholders Look at ACGME specialty-specific competencies CLER, Quadruple Aim, Quality Improvement, Patient Safety
Look in the literature Harris DL et al, 2007
Consider introduction of an Academic Development
Define desired focus Personal and professional goals
Short term and long term
Enumerate strengths, define areas of needed
And how to achieve them Best done with mentoring
MMC
Went to the literature for published medical education
Multiple focus groups with varying stakeholders Added everything non-clinical the steering committee
Teaching Feedback and Evaluation Medical Education Research CLER, Quadruple Aim, QI, Population Health
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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
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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
Faculty available on Speaker’s Bureau, to come and give a
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
Observation, reflection Simulation Passive vs Active
MMC Principles
Offerings need be of high quality and need to add value to
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
Offer CME
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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
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
Marketing – on everything you offer
Name Logo Mission
Pediatric Faculty Development (PDF)
Lead-time
One year of planning and executing Steering committee with broad representation from
Phases of implementation
Phase I: on-line content, Speaker’s Bureau, Monthly tips,
Phase II: Academy, Evaluations Phase III: Outreach, ?Master’s Medical Education
Deadlines
July 1st, 2016
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
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Decide in advance how you are going to evaluate
What are your desired outcomes?
Improved teaching? Evaluation? Faculty satisfaction? Accreditation metrics?
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:
Recognition & Promotion:
Excellence
Conferences, Workshops & Certificates:
Med Ed Outreach:
Rounds Scholarly Activity:
grant
MITE Executive Committee
Scholarly Med Ed Research Scholarly Activity Support Scholarly Med Ed Research Scholarly Activity Support
MEORG Group Manuscript Peer Review Academic Promotion Enhance scholarly activity: curriculum and resources
Programs & Certificates: Curriculum Educational Offerings Academic Support Programs & Certificates: Curriculum Educational Offerings Academic Support
Clinical Teaching Certificate Faculty & Resident Faculty Development Conference Medical Education Grand Rounds Speakers Bureau Online Resources Faculty On-boarding
Awards & Recognition: Communication Faculty Recognition Awards & Recognition: Communication Faculty Recognition
Interprofessional Award for Teaching Excellence Advocate for faculty recognition through local, regional and national awards Communicate/ market Teaching Awards Communicate/ Market grants awarded
Academy Academy
Scholars Program Fellows Masters Academy Executive Committee Evaluation subcommittee
Education Leaders Education Leaders
Program Directors Clerkship Directors
IT IT
Applications: Canvas MITE/ MERC
Purpose:
to provide support for all faculty to excel as teachers,
To offer support for faculty academic promotion and
Online Learning:
Recognition & Promotion:
Excellence
Conferences, Workshops & Certificates:
Med Ed Outreach:
Rounds Scholarly Activity:
grant
Clinical Teaching
Teaching procedures Clinical Reasoning Teaching methods Teaching with Technology Teaching with social media Time Management/Efficient Teaching Simulation teaching Art of documentation Generational learning Evidence based medicine principles
(balanced with art of medicine)
Data Analytics - Introduction and
application
Evaluation best practice
Milestones and measuring
competency
Narrative evaluations
CLER Competencies
Patient safety Transitions of Care Supervision 101 - Trainees and mid-
level providers
Performance improvement Professionalism
Basic Medical Ethics course
Service/Education balance
Quality Assessment
Fatigue awareness and mitigation
Quadruple Aim
Population Health Community Medicine Maine’s healthcare needs Advocacy Cost effective care Patient Experience Shared Decision Making
Career Development
Support for Academic Promotion Lifelong learning skills Maintenance of Certification For new and established faculty,
collaboration
Self-assessment to identify teaching
interests, strengths
Communication Inter-professional Active listening
Physician wellness and Resilience
Leadership
Team Leadership Team training Interdisciplinary teams
Mentoring
Mentoring/Coaching/Inspiration (for
learners, junior faculty, senior faculty)
Peer mentoring Role Modeling
Research
Medical Education Scholarly activity
support
Culture of Inquiry/Curiosity
Innovation
Role-specific faculty development
New Faculty Orientation Curriculum APD/PD curriculum Serving on a CCC – what you need
to know
Online Learning:
Recognition & Promotion:
Excellence
Conferences, Workshops & Certificates:
Med Ed Outreach:
Rounds Scholarly Activity:
grant
Online Learning:
Recognition & Promotion:
Excellence
Conferences, Workshops & Certificates:
Med Ed Outreach:
Rounds Scholarly Activity:
grant
Medical Education Research Outcomes Group
Available to peer-review medical education research
Journal Club
Article sent monthly, blog
Education Innovations Grant
Grants to support innovation in medical education
Peer Manuscript review
Online Learning:
Recognition & Promotion:
Excellence
Conferences, Workshops & Certificates:
Med Ed Outreach:
Rounds Scholarly Activity:
grant
Conferences and Workshops
Stanford series teaching seminars Wellness in Teaching Writing and Publishing a great case report Advancing Diversity an Inclusion in Academic Medicine Program Director School
Certificate Programs
Open to all current faculty and clinical educators Goal: to increase the knowledge , skills and
develop their clinical teaching skills and receive a
consists of 8 required workshops and 2 online activities Reflection and teaching portfolio
founded to promote, support and recognize excellence
Scholars
two year program intended for faculty who wish to enhance their
teaching, education research and administrative skills.
Fellows
recognized for their sustained excellence in teaching and their
educational leadership roles. Fellows of the Academy are elected to the academy for 5-year renewable terms
Masters
role models in medical education who have had a lasting impact
Online Learning:
Recognition & Promotion:
Excellence
Conferences, Workshops & Certificates:
Med Ed Outreach:
Rounds Scholarly Activity:
grant
Teaching Awards
National and local departmental
Spotlight
On teaching, publications, successes
Phase III
Looking proactively at available national awards to
Academic promotion
Promotion guidelines Local resources Committee process – contact person Preparation assistance
http://careers.bmj.com/careers/advice/view-
Preparing or updating CV
TUSM format
Developing a teaching portfolio
Template and instructions
Writing letters of
Mentoring
How to give and how to
Community of educators Additional certificate programs
Quality improvement
Resident participation in certificate programs Master’s in Medical Education Formal evaluation Publication/presentation
Step 1 – clarify Governing Values
What values are important? family, intellectual satisfaction, job promotion, financial
Step 2 – Prioritize the Values
Which of the above are important Think about longitudinal prioritization
ie: 2-3 years to focus on clinical practice then… ie: after kids go to college…..
Linda Pololi
Step 3 – Identify personal strengths
Ask for help from mentors, students, peers
Step 4 – What is your long-term goal?
In 10 years – what would your dream job be? What position? What focus?
Step 5 – What are your short-term goal?
In 1 year? In 2 years? In 5 years? Done in the context of your 10 years goal
Step 6 – Getting there
What skills do you need to get there? What tasks do you need to do?
ie: publish, get grants, volunteer on international mission
trips, mentor a student, etc
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC307
Step 7 – Develop a Learning Contract
Objective for the defined learning task Date for completion Action steps – how are you going to achieve this? What resources are needed? Evaluation – how will you know that you achieved your
ie: published paper
Step 8
Connect with your department leadership
Present your plan – enlist their support Double check availability of resources Rinse and repeat
For each of your tasks