APA Faculty Development Special Interest Group (SIG)
Membership to Special Interest Groups is open to all APA members.
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MISSION:
The APA Faculty Development Special Interest Group (FacDevSIG) exists to provide
a professional home for pediatric medical educators interested in faculty development.
Our focus is on the members’ roles as faculty developers, not merely
the members’ own personal faculty development.
Summer 2008 newsletter Article
We had a very productive SIG meeting in Honolulu. We spent the first hour in
small groups, discussing issues in faculty development. The remainder of the
SIG meeting was devoted to a workshop on mentoring led by Mimi Bar-on and Maryellen
Gusic.
The discussion groups were designed to address the needs of anyone interested
in faculty development, from novice to expert. We began by inviting everyone
to select either a novice or expert small group in which to discuss a number of
prepared questions. Each group was facilitated by one of the SIG co-chairs.
We spent most of the hour in active small group discussion and then concluded
by sharing our findings in a report out. Our questions and a summary of the
discussions are below.
Novice Group
- What are your motivations for doing faculty development?
- academic recognition, promotion, financial
- enthusiasm and passion for medical education and faculty development
- support or encouragement from department chair or division head
- to help promote a curriculum change
- mandated by accreditation process
it is helpful to have colleagues who are similarly interested
- How did you assess your faculty’s needs?
- needs assessment of faculty themselves, questionnaire to faculty, ask
about their, self-reflection and self-efficacy
- based on residents’ complaints or evaluations from residents
- How do you get buy-in from faculty to come to faculty development activities?
- stick approach – particularly if there are less than positive comments
from an accreditation process or site visit
- carrot approach – demonstrate the effect on faculty success
- start small and build, can be divisional and voluntary, can be mandated
but this often is less effective
- What are the resources for faculty development within your institution and
outside your institution for faculty development?
- support from Undergraduate Medical Education or Continuing Medical Education
offices
- support from school of public health
- should we ever ask for financial support from a pharmaceutical company’s
fund for continuing medical education
- if web-based may not need a lot of financial support
- How do you ask for participation in faculty development without becoming
the change agent
Expert / Veterans Group - What are some innovations you have seen?
- Peer review of teaching: a “teach buddy” is a concept where
peers will give feedback on lecturing skills of faculty.
- Teacher Learning contracts: self assessment and individual learning plans
for teachers can guide learning for faculty
- Faculty development snippets: short subjects (15 minutes) on faculty
development delivered monthly at departmental meetings.
- Your learning style: Look up your own learning style using a simple questionnaire:
see: http://www.vark-learn.com/english/index.asp.
- Develop learning communities of both junior and senior faculty as clinician-educators
for likeminded faculty.
- How do you get faculty to participate in faculty development?
- Get chair to demand that you go
- Close or “shut down” the clinic so all faculty can participate
- Bring faculty development to faculty meetings, e.g. Graduate Medical
Education or Continuing Medical Education committees, residents’ meetings
- Have an audio PowerPoint presentation on-line, or use web based computer
assisted learning
- Reward faculty for professional development through – promotion,
awards for participation, peer review of teaching.
- Ensure performance reviews include participation in faculty development
activities.
- How do you evaluate the impact of faculty development? What subset of Kirkpatrick’s
triangle do you use?
- Measure how many learners are influenced by your teaching, measure learner
outcomes
- Submit yearly progress report on your faculty development activities.
- Track promotions / rewards / awards
- Consider measuring teacher performance using an Objective Structured
Teaching Evaluation (OSTE).
This year’s featured SIG meeting workshop, “Navigating
a Successful Mentoring Relationship”, was developed by
Mimi Bar-on and Maryellen Gusic. They presented a series of
interactive exercises which addressed building a successful
mentor/mentee relationship. These included small group work
on identifying the tasks and expectations of a mentor and mentee.
A lively debate between Greg Toussaint and Cindy Osman on the
relative merits of choosing a mentor for “chemistry” or “specific
skill set” was a highlight of the workshop. A final set
of exercises challenged participants to solve problems in the
mentoring relationship.
Summer Reading for Faculty Developers
This summer, catch up on some of the hottest topics in faculty
development. Try browsing these articles while you relax in
the sun:
- Sutkin, G., Wager, E, et al. What Makes a Good Clinical
Teacher in Medicine? A Review of the Literature. Academic Med
2008; 83:452-466.
This is a fascinating literature review from 1906 to the
present. The authors reviewed almost 5,000 articles written
over the last 100 years that attempted
to answer this question: “What makes a good clinical teacher in Medicine?” After
an exhaustive review and qualitative analysis, the authors conclude there are
5 basic themes that emerge. See for yourself and check out their recommendations
for future research in this area.
- Guardino, C Ko, C et al. Impact of Instructional Practices
on Student Satisfaction with Attendings’
Teaching in
the Inpatient Component of Internal Medicine. J Gen Intern
Med 2006; 21:7-12.
I know what you are thinking…this is inpatient internal
medicine. What relevance is it to me? Well, the authors looked
at a nationwide survey of fourth
year medical students and asked them about attending teaching practices, organization
of the clerkship and their satisfaction with attending teaching. They conducted
a logistic regression analysis to try to discern which factors about inpatient
attending teaching were associated with high student satisfaction with teaching.
They conclude that engaging students in real discussion (vs. formal lecture)
giving spontaneous talks, and seeing new patients together were associated
with high degrees of student satisfaction. See how you stack up.
- Boehler M., Rogers D, et al. An Investigation of Medical
Student Reactions to Feedback: A Randomized Controlled Trial.
Medical Education 2006; 40:746-749.
This study from researchers at Southern Illinois University
looked at what aspects of feedback most impact learning and
which impact student satisfaction. They studied two groups
of students. Group A was taught surgical knot tying with specific
feedback on their skills while group B was just given lots
of praise as they attempted to tie their knots. Both groups
were tested and scored by blinded observers. The results showed
that student satisfaction was higher in the group that just
received praise, while performance scores in knot tying were
highest in the group that received feedback. They conclude
that student satisfaction is not an effective measure of the
quality of feedback, rather, the effective teacher combines
both compliments and feedback to effect learning.
- Muething, SE, Kotagal, U, eta l. Family-Centered Bedside
Rounds: A New Approach to Patient Care and Teaching. Pediatrics
Vol 119, Number 4, April 2007 ;829-832.
This is the how-to article on conducting family centered
rounds brought to you by the folks at Cincinnati Children’s
Hospital. While some of us veterans remember fondly the days
when all rounds were at the bedside and family
centered, many programs we have visited have lost this teaching and learning
style. This article aims to re-invigorate us into trying this style (again)
when we are attendings on the wards.
Please let us know if you have ideas or questions for discussion
at the Faculty Development SIG session in Baltimore next year.
SIG Co-Chairs:
Bob Hilliard (robert.hilliard@sickkids.ca)
Joseph O. Lopreiato (jlopreiato@usuhs.mil)
Lyuba Konopasek (lyk2003@med.cornell.edu)
CO-CHAIRS:
Robert(Bob) Hilliard, MD
Hospital For Sick Children
Division of Pediatric Medicine
555 University Avenue
Toronto ON MCGIX8
robert.hilliard@sickkids.ca
Joseph O. Lopreiato MD, MPH
Assistant Dean for Simulation Education
Uniformed Services University of the Health Sciences
1105 Betts Trail Way
Rockville, MD 20854
Phone: 301/295-8136
Fax: 301/295-7268
jlopreiato@usuhs.mil
Lyuba Konopasek, MD
Director, Pediatric Undergraduate Medical Education
Weill Medical College of Cornell University
525 E. 68th Street, Box 139
New York, NY 10021
Email:lyk2003@med.cornell.edu
Links to Faculty Development Resources, go
here
Previous newsletters: Click
here
PAS Educational Scholars Program
The mission of the PAS
Educational Scholars Program is
to assist the membership in developing themselves as productive, advancing
and fulfilled faculty members and to increase the quality, status and visibility
of pediatric educators in academia. The program operates the Educational
Scholars Program and E-Connections.
Six-Domains of Faculty Development.
The career development needs of most academic pediatric faculty members fall into six domains. For each domain, we have provided a set of common faculty development goals. We recommend that APA members review and adapt the goal sets to create their own plans for personal career development.
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