Minority Faculty Development Programs at US Medical Schools

JAMA ◽  
2014 ◽  
Vol 311 (11) ◽  
pp. 1157
Author(s):  
Joan Y. Reede
Keyword(s):  
Faculty Development ◽  
Medical Schools ◽  
Minority Faculty ◽  
Development Programs

Minority Faculty Development Programs at US Medical Schools—Reply

JAMA ◽  
2014 ◽  
Vol 311 (11) ◽  
pp. 1158
Author(s):  
James Guevara ◽  
Emem Adanga ◽  
Margo Brooks Carthon
Keyword(s):  
Faculty Development ◽  
Medical Schools ◽  
Minority Faculty ◽  
Development Programs

Minority Faculty Development Programs at US Medical Schools

JAMA ◽  
2014 ◽  
Vol 311 (11) ◽  
pp. 1157 ◽  
Author(s):  
Francis Deng ◽  
Jenny X. Chen
Keyword(s):  
Faculty Development ◽  
Medical Schools ◽  
Minority Faculty ◽  
Development Programs

scholarly journals Minority Faculty Development Programs and Underrepresented Minority Faculty Representation at US Medical Schools

JAMA ◽  
2013 ◽  
Vol 310 (21) ◽  
pp. 2297 ◽  
Author(s):  
James P. Guevara ◽  
Emem Adanga ◽  
Elorm Avakame ◽  
Margo Brooks Carthon
Keyword(s):  
Faculty Development ◽  
Medical Schools ◽  
Minority Faculty ◽  
Development Programs ◽  
Underrepresented Minority

scholarly journals Evidence-based Faculty Development Programming for Regional Medical Campuses and the BASK Framework

2019 ◽  
Vol 2 (4) ◽  
Author(s):  
Ralitsa Akins
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Medical Schools ◽  
Evidence Based ◽  
Development Programs ◽  
Assessment Framework ◽  
Regional Campuses ◽  
Regional Medical ◽  
Development Programming ◽  
Effective Teaching And Learning

Medical schools’ regional campuses respond to vital needs in medical education. About one third of US medical schools have regional campuses. It is important to create and maintain, in all geographically separate locations, climate and culture conducive to effective teaching and learning. An evidence-based approach to designing and implementing faculty development programs for regional medical campuses is described, and the BASK assessment framework is introduced, recognizing the interconnectedness between desired changes in behaviors, and learners’ attitudes, skills and knowledge. IRB approval was obtained for the completion of this study.

A survey of dental faculty development programs

1986 ◽  
Vol 50 (12) ◽  
pp. 728-730 ◽  
Author(s):  
WH Garbee ◽  
EA Strother ◽  
E Ferraro
Keyword(s):  
Faculty Development ◽  
Development Programs

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

scholarly journals Novel coronavirus, novel faculty development programs: rapid transition to eLearning during the pandemic

2020 ◽  
Vol 48 (5) ◽  
pp. 446-449 ◽  
Author(s):  
Zuber D. Mulla ◽  
Valerie Osland-Paton ◽  
Marco A. Rodriguez ◽  
Eduardo Vazquez ◽  
Sanja Kupesic Plavsic
Keyword(s):  
Online Education ◽  
Faculty Development ◽  
El Paso ◽  
Health Centers ◽  
Academic Health Centers ◽  
The Novel ◽  
Development Programs ◽  
Rapid Transition ◽  
Texas Tech University ◽  
Novel Coronavirus

AbstractThe novel coronavirus disease 2019 (COVID-19) has caused a rapid and massive transition to online education. We describe the response of our Office of Faculty Development at Texas Tech University Health Sciences Center El Paso (TTUHSC EP) to this unprecedented challenge during and after this post-pandemic crisis. The initiatives for emergency transition to eLearning and faculty development described in this paper may serve as a model for other academic health centers, schools, colleges and universities.

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