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

Transcription

1 2012 SGEA Conference Lexington, Kentucky 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

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3 Session Objectives 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

4 YOUR Objectives What do you hope to get out of this session?

5 Faculty Development Essential Concepts 1 Focus is on improving the skills of faculty. Different faculty may have different faculty development needs. Your own footer 2 Traditional areas of faculty development: teaching, research, administration, written communication, computers and academic socialization 3 Faculty development is a shared responsibility by individuals, their institutions and professional associations Your Logo

6 Goals of Faculty Development 1 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. 2 Create a community where all members participate in the sharing of knowledge and in the success of their colleagues and learners.

7 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 designed with specific faculty types in mind

8 Prevalence & Predictors of Intent to Leave Academic Medicine Lowenstein et al, BMC Medical Education, 2007, 7:37 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

9 ACGME Common Program Req s V.C. Program Evaluation and Improvement The program must document formal, systematic evaluation of the curriculum at least annually. The program must monitor and track each of the following areas: Resident Performance Faculty Development Graduate performance (e.g. on certification exam) Program Quality

10 Challenges What are your greatest challenges to providing faculty development?

11 Components of Faculty Development Needs Assessment Topics Formats Evaluation

12 Components of Faculty Development Needs Assessment Topics Formats Evaluation 1. Small group what are you doing? 2. What are we doing? a) Carolinas Healthcare System b) University of Arkansas c) Duke University Hospital

13 Needs Assessment What are you doing / have you done?

14 Needs Assessment Duke University Hospital Alisa Nagler EdD 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

15 Needs Assessment University of Arkansas Carol Thrush EdD 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

16 Needs Assessment Carolinas Healthcare System Lisa Howley, PhD Who? CHS Mission, Vision, Strategy, Priorities Medical Education Statistics Guiding Principles of FD I: Guiding Principles Review Why? External: Code, ACGME, LCME, Internal: Faculty survey data, Chair survey, Faculty evaluations II: Needs Assessment How? Detailed activities Timeline Resource Allocation IV: Action Plan What? Program for Centralized FD On-Demand Offerings New Faculty Orientation Teaching Skills Curriculum Development of Faculty Scholars III: Direction Setting 18

17 Topics What topics are important? What topics do you cover?

18 Topics Carolinas Healthcare System Lisa Howley, PhD

19 Topics Duke University Hospital Alisa Nagler EdD PTD Workshop: 30ish topics How to... Templates Examples of processes/policies Accreditation explanations 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 & Medical Education Grand Rounds: Introduction to topics Applicable across specialties & disciplines Theory & research based New Program Director Orientation: GME Overview Policies & procedures Accreditation Important people/topics: Risk management Legal Council Visa Services Compliance Finance Employee Health

20 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

21 Formats What format do you use to offer faculty development? when where how long for who & how many delivery modality (online, hybrid, live)?

22 Formats University of Arkansas Carol Thrush EdD F2F Ed. Scholarship working groups Weekly 1.5 hour mtgs, facilitated Team structure, core dept and multidisciplinary members (5-7) Creative environment, shared leadership Developmental emphasis; practical? s Technology includes laptop, projector, conference room style seating; Sharepoint Traditional didactic/workshop approach Monthly (PDs) / 2x month for TS s; hrs Similar attendees (e.g., junior faculty; PDs Local experts (mostly) deliver presentations Sessions planned by core group/director Technology to broadcast to affiliated locations; s; website; BB courses

23 Formats Duke University Hospital Alisa Nagler EdD PTD Workshop: 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 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 Medical Education Grand Rounds: One topic/month Outside speakers 3/week (7am, 12noon, 4pm) Lecture hall New Program Director Orientation: Full day Off-site 2x/year Topic panels Large quantity of material provided ahead of time (on-line)

24 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

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27 Evaluation How do you evaluate faculty development? What are your evaluation outcomes?

28 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)

29 Evaluation Duke University Hospital Alisa Nagler EdD 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

30 Evaluation University of Arkansas Carol Thrush EdD 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

31 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 nonparticipation 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 improvement plan focus on areas that need improving

32 Next Steps 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?

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34 A Final Thought 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. -William McGaghie, 1978

35 THANK YOU!