scholarly journals Individualized strategic planning for faculty development in medical schools

2013 ◽  
Vol 3 (1) ◽  
pp. 2
Author(s):  
Goutham Rao ◽  
Steven L. Kanter ◽  
Ora A. Weisz ◽  
Ann Thompson ◽  
Theresa Ratti ◽  
...  
Keyword(s):  
Strategic Planning ◽  
Faculty Development ◽  
Medical Schools

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 ‘Uncrunching’ time: medical schools’ use of social media for faculty development

2013 ◽  
Vol 18 (1) ◽  
pp. 20995 ◽  
Author(s):  
Peter S. Cahn ◽  
Emelia J. Benjamin ◽  
Christopher W. Shanahan
Keyword(s):  
Social Media ◽  
Faculty Development ◽  
Medical Schools ◽  
Use Of Social Media

Strategic Planning for E-Learning in a Polytechnic

2011 ◽  
pp. 47-65 ◽  
Author(s):  
Tony Bates
Keyword(s):  
Strategic Planning ◽  
Faculty Development ◽  
Performance Indicators ◽  
Strategic Plan ◽  
Key Performance Indicators ◽  
Core Values ◽  
Face To Face ◽  
E Learning ◽  
And Training

This chapter is a case study of how a polytechnic developed a strategic plan for e-learning. It describes the institution’s rationale for moving more strongly into e-learning, the processes followed by the institution to develop a plan and ensure its acceptance through the institutional community, and the factors that facilitated the process. It indicates that attention to objectives, core values and principles, and faculty development and training, are critical for the successful transition from mainly face-to-face teaching to e-learning. The development of key performance indicators will allow the success of the plan to be measured in 2010.

scholarly journals Faculty Development Framework: Experience of Kazakhstani Medical Schools

2019 ◽  
Vol 7 (11) ◽  
pp. 2278-2286
Author(s):  
Guldana Akhmetova ◽  
Vaiva Hendrixson ◽  
Ulmira Nuralieva
Keyword(s):  
Faculty Development ◽  
Medical Schools ◽  
Development Framework

scholarly journals Status of Faculty Affairs and Faculty Development Offices in U.S. Medical Schools

2002 ◽  
Vol 77 (5) ◽  
pp. 398-401 ◽  
Author(s):  
Page S. Morahan ◽  
Jennifer S. Gold ◽  
Janet Bickel
Keyword(s):  
Faculty Development ◽  
Medical Schools

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

scholarly journals Survey of faculty development in four Israeli medical schools: clinical faculty development is inadequate and clinical teaching is undervalued in Israeli faculties of medicine

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Simon Nothman ◽  
Michael Kaffman ◽  
Rachel Nave ◽  
Moshe Y. Flugelman
Keyword(s):  
Medical Students ◽  
Faculty Development ◽  
Clinical Teaching ◽  
Relative Number ◽  
Medical Schools ◽  
Educational Training ◽  
Online Questionnaire ◽  
Clinical Teachers ◽  
Significant Difference

Abstract Background Teaching medical students is a central part of being a doctor, and is essential for the training of the next generation of physicians and for maintaining the quality of medicine. Our research reviews the training that physicians in Israel receive as teachers of clinical clerkships, and their thoughts regarding teaching students. The importance of faculty development cannot be overstated, for securing quality medicine and physician empowerment. Methods This study was based on a survey conducted among physicians teaching at Israeli medical schools. The survey was conducted using an online questionnaire sent to clinical teachers according to lists received from the teaching units of the faculties, department heads, and other clinical teachers. Participation in the study was anonymous. Findings Of 433 invited physicians, 245 (56%) from three departments (internal medicine, paediatrics, obstetrics and gynaecology) of four faculties of medicine in Israel, out of five total, completed the questionnaire. Only 35% of the physicians reported having received training for their role as teachers, most of these participated in a short course of up to 2 days. There were significant differences between the Technion and the other schools. Technion teachers without academic appointment had higher rates of pedagogic training. The same was true in regard to Technion teachers, either residents or young specialist. Significant gaps were reported between the content covered in the training and the topics the doctors felt they would want to learn. The clinicians who participated in the survey expressed that clinical teaching was less valued and more poorly remunerated than research, and that improved compensation and perceived appreciation would likely improve the quality of clinical teaching. Conclusions Of the one-third of the physicians surveyed who had received some training in clinical teaching, the training was perceived as inadequate and not aligned with their needs. There was a significant difference in rates of pedagogic training between the Technion and other medical schools. In addition, most clinical teachers surveyed felt that teaching students is inadequately valued. Due to its focus on just three disciplines, and higher relative number participants from the Technion faculty of medicine, our survey may not fully represent the activities of the faculties of medicine in Israel. Nevertheless, given the importance of clinical teaching of medical students, our findings argue for increasing faculty development and educational training of physicians in clinical settings, for recognizing the importance of teaching in academic and professional promotion processes.

Faculty development program: A guide for medical schools in Arabian Gulf (GCC) countries

2012 ◽  
Vol 34 (sup1) ◽  
pp. S61-S66 ◽  
Author(s):  
Khalid A. Bin Abdulrahman ◽  
Imran A. Siddiqui ◽  
Sami A. Aldaham ◽  
Sufyan Akram
Keyword(s):  
Faculty Development ◽  
Arabian Gulf ◽  
Development Program ◽  
Medical Schools ◽  
Faculty Development Program ◽  
Gcc Countries
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