Nancy S. Searle, EdD Director of Faculty Development and Recognition. Baylor College of Medicine Houston, Texas, U.S.A.

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1 Nancy S. Searle, EdD Director of Faculty Development and Recognition Baylor College of Medicine Houston, Texas, U.S.A. 1

2 Why have a conference on Faculty Education Development? 100 th Anniversary of Flexner Report To answer two questions: What should modern and future faculty education development look like? How are we going to create and evaluate medical education change? 2

3 The practice of medicine is changing, therefore, faculty development must change: what we teach, how we teach it, and how we do research in faculty development. 3

4 Old Knowing what you should know Uncertainty discouraged Learning from accepted wisdom Fact and content based learning New Knowing what you don t know Uncertainty legitimized Able to question received wisdom Problem and process based learning 4

5 February 16, 2009 at Baylor College of Medicine Included participants from across the U.S. Pre-readings were distributed d concerning National conferences since Flexner Faculty development initiatives Discussion: Invitees Logistics Funding sources Conference themes 5

6 Prior to the 2010 Conference at Baylor College of Medicine Invitees were assigned to small groups (of their choice) Sent materials to read concerning their small group By September 1, 2009, 92 people committed to attend Draft papers were sent out approximately 3 weeks prior to the meeting 6

7 February 26-28, 2010 Held at Baylor College of Medicine, Houston, Texas Funded by The Medallion Foundation, Inc. The Josiah Macy, Jr. Foundation 7

8 33 U. S. Medical Schools 2 U. S. Universities without Medical Schools 2 Canadian Medical Schools 1 Mexican Medical School 8

9 Organizations Represented Accreditation Council for Graduate Medical Education American Board of Medical Examiners American Board of Internal Medicine American College of Physicians American Medical Informatics Association Association of American Medical Colleges Josiah Macy, Jr. Foundation U. S. Department of Veterans' Affairs 9

10 Workshop Leaders* *Eric Holmboe (by telephone conference) 10

11 Thought leaders presented their materials Participants worked in small groups of 8 to 10 people on Saturday afternoon 11

12 Sunday Morning Discussion: Each group developed 5 recommendations All participants i t rated the 51 recommendations from the 10 working groups from strongly agree to strongly disagree 12

13 Strongly Agree Agree Somewhat Agree Neither Agree nor Disagree Somewhat Disagree Disagree Strongly Disagree For each of the items, the percentage of all of the agree responses were added together (strongly agree, agree, plus moderately agree). 13

14 The 21 statements or recommendations which received rankings of >88.5 percent agreement were ranked for importance using a second on-line survey with a four point Likert scale: Very Important Somewhat Not Important Important Important

15 Recommendations Were Grouped into Three Categories (Searle, N and Greenberg, S) Faculty Development Topics That Should Be Available to All Medical Teachers Support from the Medical School or Academic Health Center for Faculty Development to Further the Educational Mission Support at the National Level for Faculty Development 15

16 Biology of Learning apply current knowledge of the neurobiology of learning in all faculty development practices including the development of lifelong learners Assessment train faculty in learner assessment support longitudinal, triangulated, and multi-modal learner assessments foster and support learners who are actively engaged in the assessment process 16

17 Educational Technology select technologies to meet specific needs and course objectives use technology to provide/support pp experiences for learners that are not otherwise possible support biomedical informatics as an essential foundational discipline Change CME to ensure use of evidence-based methods in education methods in education Make faculty development programs at each institution more explicit 17

18 Faculty fund a cadre of faculty whose central responsibility is to teach and value them on par with that of clinical care and research provide adequate support to faculty for an academic career path in medical education allocate institutional resources to support educational scholarship and research Include the relationship centered care curriculum into faculty development offerings 18

19 Technology support faculty members as they adopt new technologies allocate resources to support appropriate use of instructional technologies 19

20 Establish Centers of Excellence in Faculty Development consider the need for and feasibility of a national faculty development certification program to recognize and highlight programs that have successfully prepared faculty for teaching roles. 20

21 Establish a National Institute for Health Professions Education Research with associated funding for training, career development, investigator initiated research, and center grants. Develop a national professional education institute whose aim is to advance the development of health professions educators 21

22 This conference model used pre-planning, had national thought leaders develop written draft materials which could begin the conversation, covered travel expenses of attendees, and required on site work in small groups expected written manuscript to be submitted for publication from every working group can be used to effectively arrive at a consensus on difficult issues. 22

23 Bringing together well-informed, high-level medical educators stimulated a rich discussion. The conference highlighted the importance of faculty development, an area often neglected by many involved in medical education. 23

24 Areas of educational faculty development which present unique challenges and will require a concerted effort to implement include: new educational technologies, bioinformatics, and new information concerning the biology of learning. As models of care change, faculty development will also need to change. 24

25 Articles from the conference (authored by members of the small working ggroups) have been submitted to Academic Medicine for consideration and review. Video recordings of leader presentations may be viewed by going to the Baylor internet page: 25

26 Nancy Searle, EdD 26

27 A Brief History of Medical Education and Faculty Development, Stephen B. Greenberg, MD, Senior Vice President and Dean of Medical Education, Baylor College of Medicine The Biology of Learning, Michael Friedlander, PhD, Past Chair, Neurosciences, Baylor College of Medicine Teaching Skills Throughout the Medical Education Continuum, Charles J. Hatem, MD, Director, Center for Teaching and Learning, Harvard Medical School Decoding the Learning Environment of Medical Education: A Hidden Curriculum Perspective on Faculty Development as a Process of Tacit Learning, Frederic W. Hafferty, PhD, Professor, Department of Behavioral Sciences, University of Minnesota Medical School

28 Barriers to Effective Teaching, Debra DaRosa, Professor and Vice Chair of Education, Department of Surgery, Northwestern University School of Medicine Patient and Relationship Centered Care, Richard M. Frankel, PhD,, Professor of Medicine and Geriatrics, Senior Research Scientist Regenstrief Institute, Indiana University School of Medicine How Do We Keep Practicing Physicians Up to Date?, David Davis, MD, AAMC, Senior Director, Continuing Health Care Education and Improvement Preparing for the Changing Role of Instructional Technologies in Medical Education, Bernard Robin, PhD, Director, Masters of Education with an Emphasis in the Health Sciences Program, and Sara McNeil, PhD, Program Coordinator Instructional Design, University of Houston

29 Biomedical Informatics, William W. Stead, MD, McKesson Foundation Professor of Biomedical Informatics, Professor of Medicine and Associate Vice Chancellor for Strategy and Transformation, Vanderbilt University Medical Center Faculty Development: The Missing Link in Competency Based Medical Education, Eric Holmboe, MD, Senior Vice President for Quality Research and Academic Affairs, American Board of Internal Medicine and the American Board of Internal Medicine Foundation Reframing Educational Research on Faculty Development, David Irby, PhD, Senior Scholar, Carnegie Foundation, Vice Dean for Education, Professor of Medicine i and Patricia i S. O Sullivan, EdD, Director, Educational Research and Faculty Development, University of California, San Francisco

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