Faculty Development Initiatives in Academic Dentistry: A Systematic Review

2019 ◽  
Vol 83 (9) ◽  
pp. 1107-1117 ◽  
Author(s):  
Chelsea Johnston ◽  
Joyce Ganas ◽  
Y. Natalie Jeong ◽  
Amanda Nevius ◽  
Seyed Hossein Bassir ◽  
...  
Keyword(s):  
Systematic Review ◽  
Faculty Development ◽  
Development Initiatives

A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40

2016 ◽  
Vol 38 (8) ◽  
pp. 769-786 ◽  
Author(s):  
Yvonne Steinert ◽  
Karen Mann ◽  
Brownell Anderson ◽  
Bonnie Maureen Barnett ◽  
Angel Centeno ◽  
...  
Keyword(s):  
Systematic Review ◽  
Faculty Development ◽  
Teaching Effectiveness ◽  
Development Initiatives

A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8

2006 ◽  
Vol 28 (6) ◽  
pp. 497-526 ◽  
Author(s):  
Yvonne Steinert ◽  
Karen Mann ◽  
Angel Centeno ◽  
Diana Dolmans ◽  
John Spencer ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Faculty Development ◽  
Teaching Effectiveness ◽  
Development Initiatives

scholarly journals Faculty Development Initiatives to Advance Research Literacy and Evidence-Based Practice at CAM Academic Institutions

2014 ◽  
Vol 20 (7) ◽  
pp. 563-570 ◽  
Author(s):  
Cynthia R. Long ◽  
Deborah L. Ackerman ◽  
Richard Hammerschlag ◽  
Louise Delagran ◽  
David H. Peterson ◽  
...  
Keyword(s):  
Faculty Development ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Academic Institutions ◽  
Research Literacy ◽  
Advance Research ◽  
Development Initiatives

scholarly journals New Faculty's Perception of Faculty Development Initiatives at Small Teaching Institutions

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Aditi Puri ◽  
Daren Graves ◽  
Arlene Lowenstein ◽  
Lily Hsu
Keyword(s):  
Academic Success ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Academic Culture ◽  
Mentoring Programs ◽  
New Faculty ◽  
Terminal Degree ◽  
Development Initiatives ◽  
The Impact ◽  
Hygiene Theory

New faculty at small teaching institutions experience varied challenges related to navigation of three academic pillars: teaching, scholarship, and service. New faculty are often not prepared by doctoral or terminal degree granting institutions for faculty roles. This increases the responsibility of the hiring institution to introduce new faculty to the academic culture and provide development opportunities aimed at promoting academic success. For the purpose of this study seventeen faculty members, employed between one and three years at four northeastern USA colleges, were recruited for interviews. The Motivation-Hygiene Theory was applied to study the impact of challenges, barriers, and facilitators on faculty satisfaction with faculty development initiatives. The qualitative results emphasize a need for institutions to enhance the new faculty development initiatives: comprehensive new faculty orientations, ongoing teaching and learning workshops, mentoring programs, and other methods to facilitate the transition of faculty to the new academic position.

6. CanMEDSification: The role of postgraduate medicine office in supporting the learning and teaching of CanMEDs Roles

2007 ◽  
Vol 30 (4) ◽  
pp. 30
Author(s):  
S. Glover Takahashi ◽  
S. Verma ◽  
L. Muharuma ◽  
R. Zulla
Keyword(s):  
New York ◽  
Medical Education ◽  
Faculty Development ◽  
San Francisco ◽  
Professional Competence ◽  
Postgraduate Medical Education ◽  
University Of Toronto ◽  
Development Initiatives ◽  
The University ◽  
Postgraduate Medicine

The Postgraduate Medical Education Office at the University of Toronto has implemented a range of faculty development initiatives targeted at supporting the full implementation of CanMEDS roles and competencies in the day to day learning, teaching and evaluation of residents across the highly distributed postgraduate medicine training programs. In October 2005, the Royal College of Physicians and Surgeons of Canada (RCPSC) released a revised version of the CanMEDS roles. In June 2006, the RCPSC accreditation standards for postgraduate medicine changed some standards which result in an increased expectation of implementation of the CanMEDS roles in teaching and evaluation of residency programs. From 2005 to 2007, there have been numerous initiatives by the Postgraduate Medical Education Office to support the understanding and implementation of the CanMEDS roles into the learning, evaluation and outcomes of postgraduate training at the University of Toronto. The PGME Office supported the ‘CanMEDSification’ or integration of the CanMEDS framework by: 1) Supporting the development of teacher/faculty teaching and evaluation resources; 2) Providing faculty development in the understanding of these competencies; 3) Providing explicit program feedback through the Internal Review process The CanMEDS roles have been widely integrated into teaching and evaluation at the University of Toronto. The high attendance rates at workshops and positive workshop evaluations indicate the value of centralized faculty development initiatives and also indicate an increasing confidence in using CanMEDS. The workshop evaluations also indicate a need for additional faculty development in evaluating the non Medical Expert roles. Shorter E. Oxford English Dictionary (5th ed.). Oxford, UK: Oxford University Press, 2002. Harris, IB. Deliberative inquiry: The arts of planning. in E.C. Short (ed.), Forms of curriculum inquiry. Albany: State University of New York Press, 1991; 285-307. Harris, IB. New expectations for professional competence. In L. Curry & J. F. Wergin (Eds.), Educating professionals: Responding to new expectations for competence and accountability. San Francisco: Jossey-Bass, 1993; 17-52.

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