scholarly journals Creating and Scaling an Evidence-based Faculty Development Program

2020 ◽  
Author(s):  
Casey Ankeny ◽  
Lindy Mayled ◽  
Lydia Ross ◽  
Keith Hjelmstad ◽  
Stephen Krause ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Evidence Based ◽  
Faculty Development Program

A Train-the-Trainer Model for Integrating Evidence-Based Medicine Training into Podiatric Medical Education

2005 ◽  
Vol 95 (5) ◽  
pp. 497-504 ◽  
Author(s):  
Michael L. Green
Keyword(s):  
Faculty Development ◽  
Curriculum Reform ◽  
Evidence Based Medicine ◽  
Development Program ◽  
Evidence Based ◽  
Faculty Development Program ◽  
Train The Trainer ◽  
Implementation Planning ◽  
Based Medicine

This article presents the development, implementation, and evaluation of a national evidence-based medicine faculty-development program for podiatric medical educators. Ten faculty members representing six accredited colleges of podiatric medicine, one podiatric medical residency program, and a Veterans Affairs podiatry service participated in a 2-day workshop, which included facilitated discussions, minilectures, hands-on exercises, implementation planning, and support after the workshop. Participants’ evidence-based medicine skills were measured by retrospective self-reported ratings before and after the workshop. Participants also reported their implementation of “commitments to change” on follow-up surveys at 3 and 12 months. Participants’ evidence-based medicine practice and teaching skills improved after the intervention. They listed a total of 84 commitments to change, most of which related to the program objectives. By 12 months after the workshop, participants as a group had fully implemented 24 commitments (32%), partially implemented 36 (48%), and failed to implement 15 (20%) of a total of 75 commitments with follow-up data. The most common barriers to change at 12 months were insufficient resources, systems problems, and short patient visit times. A train-the-trainer faculty-development program can improve self-reported evidence-based medicine skills and behaviors and affect curriculum reform at podiatric medical educational institutions. (J Am Podiatr Med Assoc 95(5): 497–504, 2005)

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

scholarly journals Outcomes of a national faculty development program in teaching skills

2004 ◽  
Vol 19 (12) ◽  
pp. 1220-1227 ◽  
Author(s):  
Thomas K. Houston ◽  
Jeanne M. Clark ◽  
Rachel B. Levine ◽  
Gary S. Ferenchick ◽  
Judith L. Bowen ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Teaching Skills ◽  
Faculty Development Program

scholarly journals A Faculty Development Program to Train Tutors to Be Discussion Leaders Rather Than Facilitators

2007 ◽  
Vol 82 (5) ◽  
pp. 486-492 ◽  
Author(s):  
Helen M. Shields ◽  
Daniel Guss ◽  
Samuel C. Somers ◽  
B Price Kerfoot ◽  
Brian S. Mandell ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Faculty Development Program
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