Faculty Development As Transformation: Lessons Learned from a Process-oriented Program

Overview

Journal Teach Learn Med

Publisher Routledge

Specialties General Medicine
Medical Education
Medical Informatics

Date 2012 Jul 11

PMID 22775789

Citations 9

Authors

Dorene F Balmer

Boyd F Richards

Affiliations

Soon will be listed here.

Abstract

Background: Faculty development programs tend to be oriented around content, yet many have produced positive outcomes unrelated to the content. We describe a faculty development program that utilized the processes of shared reading and guided reflection espoused by narrative medicine.

Description: To date, 25 preceptors in the Foundations of Clinical Medicine course have participated. The program consists of weekly seminars in which participants actively engage with text as a basis for conversation around content as well as teaching strategies.

Evaluation: Using qualitative methods, we examined notes from seminars, in-depth interviews, and review of curricular documents; we used conceptual frameworks from education as interpretive lenses. Participants recognized both personal growth and transformation in relationships with each other, which created the opportunity, and the means, to address and reshape norms and teaching practices at the institution.

Conclusions: Process-oriented faculty development programs may foster growth of individuals, contribute to transformation in relationships, and ultimately influence teaching practices.

Citing Articles

Shared Reading as a Community of Practice for Overcoming the Generation Gap and Improving Psychological Safety in Rural Family Medicine Education: A Grounded-Theory Approach.

Ohta R, Katsube T, Sano C Cureus. 2023; 15(10):e47331.

PMID: 38022344 PMC: 10657163. DOI: 10.7759/cureus.47331.

Narrative medicine workshops for emergency medicine residents: Effects on empathy and burnout.

Malik Z, Ahn J, Schwartz A, Blackie M AEM Educ Train. 2023; 7(4):e10895.

PMID: 37485471 PMC: 10357272. DOI: 10.1002/aet2.10895.

Evaluation of Continuing Professional Development for Physicians - Time for Change: A Scoping Review.

Hosseini S, Allen L, Khalid F, Li D, Stellrecht E, Howard M Perspect Med Educ. 2023; 12(1):198-207.

PMID: 37274809 PMC: 10237247. DOI: 10.5334/pme.838.

A developmental approach to diversifying neuroscience through effective mentorship practices: perspectives on cross-identity mentorship and a critical call to action.

Hill-Jarrett T, Ng R, Cardenas-Iniguez C, Akinsanya J, Blanco I, Borland J Front Integr Neurosci. 2023; 17:1052418.

PMID: 36845406 PMC: 9944572. DOI: 10.3389/fnint.2023.1052418.

Implementing blended learning for clinician teachers: a qualitative study identifying their needs and the impact on faculty development initiatives.

Brits E, Archer E, Strydom S MedEdPublish (2016). 2023; 12:57.

PMID: 36817615 PMC: 9926507. DOI: 10.12688/mep.19243.1.

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