faculty development for ambulatory care education luann wilkerson, ed.d. ucla
TRANSCRIPT
Faculty Development Faculty Development for Ambulatory Care Educationfor Ambulatory Care Education
LuAnn Wilkerson, Ed.D.
UCLA
What is faculty development?What is faculty development?
Assists faculty in acquiring the knowledge, skills and values needed to succeed in their academic roles– as educators– as scholars– as members of the academy
Strengthens organizations so they can fulfill their educational mission
The DilemmasThe Dilemmas Physicians skilled in ambulatory care but
inexperienced as teachers Physicians skilled in inpatient teaching but
inexperienced as ambulatory teachers Increasing productivity demands. Residents unskilled as teachers Office staff unclear about expectations for
teaching
Does your school use community Does your school use community preceptors? N=100preceptors? N=100 Fields et al, Acad. Med.,1998Fields et al, Acad. Med.,1998
96 schools use community preceptors
73 used them in each year of the curriculum
10 -27 hours a week 12-18 weeks a year Most frequently from
primary care Multiplicity of sites
ObjectivesObjectives
Consider the possible goals of faculty development and effective strategies
Discuss predominant models of ambulatory faculty development
Explore possible models for the future
Possible Goals of Instructional Possible Goals of Instructional DevelopmentDevelopment
Motivate and Stimulate New IdeasChange Beliefs and BehaviorsPromote Educational ScholarshipChange Curriculum and Organizations
Types of Faculty DevelopmentTypes of Faculty Development
Professional Development Instructional Development
– Improving teaching skills– Connecting teaching and learning
Leadership Development Organizational Development
Teaching Improvement -- 1950’sTeaching Improvement -- 1950’s
Teaching can be improved by increasing content knowledge and expertise.
Teaching Improvement -- 1960’sTeaching Improvement -- 1960’s
Teaching can be improved by providing feedback from student evaluations.
Teaching Improvement -- 1970’sTeaching Improvement -- 1970’s
Teaching can be improved by coupling teaching evaluations with consultation.
Teaching Improvement -- 1980’sTeaching Improvement -- 1980’s
Teaching can be improved by helping teachers connect knowledge, beliefs, and
reasoning with teaching acts.
Teaching Improvement -- 1990’sTeaching Improvement -- 1990’s
Teaching can be improved by– using reflective practices– in collaboration with colleagues– with institutional support for education
The Proposed SolutionThe Proposed Solution
More faculty development!
GIMGEL
FFI
Models that Work
PEP
What Works?What Works?
Workshops that are longer, involve more than one intervention, and are followed up with practice and feedback.
Feedback on teaching coupled with expert consultation
Current Models of Ambulatory Current Models of Ambulatory Faculty DevelopmentFaculty Development
Round Them Up Train the Trainers Disseminate Tips Catch Them Unaware Stimulate Self-Improvement Incentivize Participation
Round Them UpRound Them Up
Goals:– Motivate and stimulate
new ideas
– Change beliefs and behaviors
Formats:– Interactive workshops
– Multiple modalities Examples:Arrows in the QuiverOne Minute PreceptorPrimary Care Futures
Train the TrainersTrain the Trainers
Goals:– Change curriculum &
organizations
– Promote scholarship
Formats:– “sabbaticals”
– degrees or fellowships
– Observed practicumExamples:Stanford ProgramUSC MastersMSU Fellowship
Disseminate TipsDisseminate Tips
Goals:– Stimulate new ideas
Formats:– WWW
– Videotape
– Handbooks, newsletters
Contracts
Examples:EPIC at UNCPEP from STFM
Catch Them UnawareCatch Them Unaware
Goal:– Motivate and stimulate
new ideas
Formats:– Presentations at
regularly scheduled meetings
– CME activitiesExamples:
Using Grand Round at UTMBCommunity teams at UCLA
Stimulate Self-ImprovementStimulate Self-Improvement
Goals:– Change beliefs and
behaviors
Formats:– Student ratings linked to
norms, guidelines
– Site visits
– Self-assessment
Examples: Peer coaching at Case Reflective practice at MCOW
Incentivize ParticipationIncentivize Participation Goals:
– Motivate and stimulate new ideas
– Change attitudes and behaviors
– Change curriculum and organizations
Formats:– Faculty appointments– Financial support– Computer assistance
Examples: Value added students Connectivity
Academic EducatorsAcademic Educators
• Educational leaders
•Skilled teachers
•Skilled teachers with PCK
• Educational scholars
•Organizational leaders committed to education
ConclusionConclusion
Faculty development is a key to academic vitality, organizational learning and change
Strategies should be matched to desired outcomes.
Evidence suggests some strategies may be more powerful in changing teaching behaviors than others.
ReferencesReferences
Anderson WA, et al. Faculty development for ambulatory care education. Acad Med.1997;72:1072-5.
Anderson WA, et al. Outcomes of Three Part-time Faculty Development Fellowship Programs. Fam Med. 1997;29:204-8.
Bland, et al. Faculty Development Special Issue. J. Fam. Med. 29(4):230-293, 1997.
DeWitt TG, Goldberg RL, Roberts K. Developing community faculty: principles, practice, and evaluation. AJDC. 1993;147:49-53.
ReferencesReferences Dodson MC. Motivation and reward factors that
affect private physician involvement in an obstetrics and gynecology clerkship. Ob Gyn,1998;92:628-33.
Fields SA, et al. The use and compensation of community preceptors. Acad Med. 1998;73:95-7.
Flynn SP, Bedinghaus J., Snyder, Hekelman F. Peer coaching in clincal teaching. Fam Med. 1994;26:569-70.
Hitchcock MA, Stritter FT, Bland CJ. Faculty development in the health professions. Med Teach. 1993;14:295-309.
ReferencesReferences Krippendorf MD, Simpson DE, Schiedermayer D.
Promoting reflective teaching with PDAs. Acad Med. 1999;74:577.
Irby DM. Faculty Development and Academic Vitality. Academic Medicine. 68:760-763, 1993.
Lesky LG, Wilkerson L. Using ‘standardized students’ to teach a learner-centered approach to ambulatory precepting. Acad Med. 1994;69:955-7.
Quirk ME, et al. Evaluation of Primary Care Futures. Acad Med. 1998;73:705-7.
ReferencesReferences Rediske V, Simpson DE. Web-based instruction to
enhance the clinical teaching of community preceptors. Acad Med. 1999;74;577-8.
Reid A, Stritter FT, Ardt JE. Assessment of faculty development program outcomes. Fam Med. 1997;29:242-247.
Skeff KM, et al. The Stanford Faculty Development Program. Teach Learn Med. 1992;4:180-7.
Szauter K, Boisaubin E, Levetown M. Teaching professionalism in medical grand rounds. Acad Med. 1999;74:581-2.
ReferencesReferences
Tresoilini CP, Loonsk J. The Expert Preceptor Interactive Curriculum (EPIC). IME, 1998.
Wilkerson L, Irby DM. Strategies for Effective Change in Teaching Practices: A Comprehensive Approach to Faculty Development. Acad Med. 73:387-396, 1998.
Wilkerson L, Sarkin R. Arrows in the quiver: evaluation of a workshop on ambulatory teaching. Acad Med. 1998;73:67-9.
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