Best Practices in Faculty Development: Perspectives from Medical Educators Working in Three Unique Academic Health Systems

Best Practices in Faculty Development:

Perspectives from Medical Educators

Working in Three Unique Academic Health Systems

Lisa D Howley, PhD

AVP of Medical Education & Director, Center for Faculty Excellence Carolinas HealthCare System

Alisa Nagler, EdD

Assistant Professor of Medical Education & Assistant Dean of GME Duke University Hospital

Carol R. Thrush, EdD

Associate Professor of Educational Development University of Arkansas for Medical Sciences

2012 SGEA Conference

• Differentiate models of faculty development

• Identify tools to implement a needs assessment

• List important medical education professional

development workshop topics

• Analyze formats for providing professional development

• Review evaluation tools and evaluation outcomes of

existing programs

• Determine next steps to initiate or enhance a faculty

development program that could be successful at your

institution

What do you hope to get out of this session?

YOUR Objectives

Essential Concepts

Faculty Development

Your own footer Your Logo

Traditional areas

of faculty

development:

teaching,

research,

administration,

written

communication,

computers and

academic

socialization

Focus is on

improving the

skills of faculty.

Different

faculty may

have different

faculty

development

needs.

Faculty

development is

a shared

responsibility

by individuals,

their

institutions and

professional

associations

Goals of Faculty Development

Produce a community of learners and teachers

in which continual improvement is a shared

value. Faculty who understand that we can

teach and learn from one another.

1

Create a community where all members

participate in the sharing of knowledge and in

the success of their colleagues and learners.

What we Know About Local Faculty

Development Programs

• can change faculty behavior

• can include group or individual approaches

• best when:

– supported by leaders

– consistent with unit mission and priorities

– based upon local needs assessment

Prevalence & Predictors of Intent to Leave

Academic Medicine

• Up to 42% of current faculty members were

seriously considering leaving academic medicine.

• Predictors of serious intent to leave were:

– Difficulties balancing work/family

– Inability to comment of performance of institutional leaders

– Absence of faculty development programs

– Lack of recognition of clinical work & teaching in promotion evals

– Absence of academic community

– Failure of chairs to evaluate academic progress regularly

The program must document formal, systematic evaluation

of the curriculum at least annually. The program must

monitor and track each of the following areas:

ACGME Common Program Req’s

V.C. Program Evaluation and Improvement

Resident Performance

Program Quality

Faculty Development

Graduate performance

(e.g. on certification exam)

✓

1

2

3

4

What are your greatest challenges to

providing faculty development?



Needs Assessment



Topics



Formats



Evaluation



Needs Assessment



Topics



Formats



Evaluation

Components of Faculty Development

1. Small group – what are you doing?

2. What are we doing?

a) Carolinas Healthcare System

b) University of Arkansas

• What are you doing / have you done?

Needs Assessment

• ACGME requirements

• ACGME RC citations

• Internal Review “action plan” items

• Survey results (over time)

– ACGME resident survey

– DIO Housestaff survey (2x/year)

– Workshop evaluations (on-going)

• Evaluations (examples of faculty teaching)

• Annual Report (Annual Goals determined by GME Leadership)

• Literature/lessons learned from colleagues across the country

Needs Assessment

• Literature review of similar efforts

• Areas of program weaknesses identified in IR or

by ACGME citations

• Interest - ability survey to identify & prioritize topics

preferred methods, formats, times

• Capobianco & Schultz (2007). The Program Director – A Competency-Based Job Description, ACGME Bulletin, August 2007

• Open-ended items, checklist of possible topic

Needs Assessment

Needs Assessment

IV: Action Plan

 Program for Centralized FD

 On-Demand Offerings

 New Faculty Orientation Teaching Skills Curriculum

 Development of Faculty Scholars

III: Direction Setting

What? Why?

II: Needs Assessment

 CHS Mission, Vision, Strategy, Priorities

 Medical Education Statistics

 Guiding Principles of FD Who?

I: Guiding Principles Review

External: Code, ACGME, LCME, Internal: Faculty survey data, Chair survey, Faculty evaluations

• What topics are important?

• What topics do you cover?

Topics

Topics

Topics

Duke University Hospital – Alisa Nagler EdD

PTD Workshop: • 30ish topics • How to... • Templates • Examples of processes/policies • Accreditation explanations

New Program Director Orientation: • GME Overview

• Policies & procedures • Accreditation • Important people/topics: • Risk management • Legal Council • Visa Services • Compliance • Finance • Employee Health

Medical Education Grand Rounds:

• Introduction to topics

• Applicable across specialties & disciplines • Theory & research based

Duke Academy for Innovation & Research in Education (DAIRE):

1. Master Educator – Teaching

2. Master Educator – Education Innovation 3. Master Educator – Educational Research 4. Master Educator – Education Leadership &

Topics

University of Arkansas – Carol Thrush EdD

GME Program Director Topics

Legal Topics and Issues GME Financing

Visa Sponsorship and Issues Simulation

Resident Evaluation ACGME Survey Updates Program Evaluation Professionalism

Problematic Residents

ACGME Annual Conference Debrief

Quality Improvement Program Evaluation

Teaching Scholars Topics SoTL

Assessment & Testing Adult Learning Principles Online Course Development Curriculum Development & Eval. Educational Research: Ethics, IRB Giving Feedback to Learners Leadership

Peer Review Integrating QI

Team Based Learning

Collaborative Working Groups Grant Writing

Simulation

Program Development Abroad Web Development tools

Working Groups Topics

Literature Search and Review

Developing Research Questions

IRB protocol submission Educational Research Methodology

Qualitative-Quantitative Data Analysis

Abstract Writing, Conf. Submissions

Manuscript Writing – Submissions

Creating/delivering posters, oral talks

• What format do you use to offer faculty

development?

–

when

–

where

–

how long

–

for who & how many

–

delivery modality (online, hybrid, live)

–

?

F2F Ed. Scholarship working groups Traditional didactic/workshop approach

Weekly 1.5 hour mtgs, facilitated Monthly (PDs) / 2x month for TS’s; 1-1.5 hrs Team structure, core dept and

multidisciplinary members (5-7)

Similar attendees (e.g., junior faculty; PDs

Creative environment, shared leadership Local experts (mostly) deliver presentations Developmental emphasis; practical ?’s Sessions planned by core group/director Technology includes laptop, projector,

conference room style seating; Sharepoint

Technology to broadcast to affiliated locations; e-mails; website; BB courses

Formats

Formats

Duke University Hospital – Alisa Nagler EdD

• Fall & Spring • 5-8 topics • Weekly

• 3/week (7am, 12noon, 4pm) • Conference room – small group • Facilitated by GME educators

• Recorded and uploaded to web/itunesu • PPT & handouts (templates) available

New Program Director Orientation:

• Full day • Off-site • 2x/year

• Topic panels

• Large quantity of material provided ahead of time (on-line)

Medical Education Grand Rounds:

• One topic/month • Outside speakers

• 3/week (7am, 12noon, 4pm) • Lecture hall

Duke Academy for Innovation & Research in Education (DAIRE):

1. Application for participation 2. Small cohorts

3. 4 hour sessions – 2/month

4. Assignments/small group work to enhance program/institution

Formats

Carolinas Healthcare System – Lisa Howley, PhD

• Asynchronous Web-Based Modules

• On Demand Differentiated Offerings

• Small Group Workshops

• Large Group Lectures

• Private Consultations

• Common Curriculum “Excellence in Medical Education” for Incoming

Teaching Faculty & Community Preceptors

• Embedded P.E.P. Talks

• Sponsorship of Select Faculty for Advanced Professional Development

• Resources, Consultative Support

• How do you evaluate faculty development?

• What are your evaluation outcomes?

Evaluation

Carolinas Healthcare System – Lisa Howley, PhD

Evaluation Methods (Mixed Methods)

Variable based on offering, examples include: • Faculty Needs (longitudinal comparisons) • Faculty Satisfaction (macro, micro)

• Pre- Post Tests

• Teaching Evaluations by Learners • eModule Completion Rate

• Use of Technology in Teaching

• Direct Observation of Teaching and Learning Environments

• # Medical Education Scholarly Products/Presentations/Publications • # External Medical Education Awards/Honors/Grants

• Trainee Performance (pt care, knowledge, professionalism, etc)

• Contextual Influences: Individual and Group Interviews (Focus Groups)

• Session Evaluations (satisfaction)

• Annual Report – assessment of stated goal(s)

• Accreditation Cycle Length

• ACGME RC Citations & Internal Review “Action

Plan” items

• Tenure of Program Directors

• Attendance

• Program Director continued professional

development

Evaluation

• Traditional session evaluations (CME-compliant ?’s)

• CAT’s for individual sessions - One minute papers –

What was the most useful thing? What would you

still like to know/learn?

• End-of-year summary & review of session results

• Tracking scholarship & enduring products

• Tracking ACGME cycle-length

Evaluation

Tips for implementing faculty

development locally

• Local faculty development programs are developed with

input from and approved by the faculty

• Expectations for participation / consequences for

non-participation should be clear

• Don’t re-invent wheel: use FD and literature consultants

• Conduct sessions in pleasant setting

• Don’t make it a punishing experience / reward participation

• Build the process into your program evaluation and

• What are we going to do when we return

to our institutions?

• What are you going to do (as a result of

this discussion) when you return to your

institution?

“Creative work in medical education is the

function least likely to bring academic

recognition or reward. Changing this will be

difficult, but a beginning must be made if

such innovations...are ever to become an

integral part of the fabric of medical

education.”