Digital Commons Network^™

Breaking Down Academic Silos: Mentoring Across Medical Specialties Through Facilitated Peer Mentorship, Tina O. Findley, Keely Smith, Lillian Kao, Peggy Hsieh, Jon Meliones, Kevin Lally

Teaching in Clinics

Background: Facilitated peer mentorship is an effective forum for professional development of faculty in academic medicine but has only been studied within single specialties. An interdisciplinary faculty development program was created to benefit faculty participants across different specialties and improve faculty connectedness at the medical school. The objective was to evaluate the early outcomes of an interdisciplinary faculty development program using the facilitated peer mentorship model.

Methods: Junior faculty participants were placed into small groups with equal distribution of specialties across groups. Peer groups were facilitated by a senior faculty. The study duration involved two cohorts enrolled in 2018-2019 and …

Developing Self-Evaluation Skills In Interprofessional Simulation Educators: A Multilevel Mixed-Methods Study, Dana G. Trottier

Antioch University Dissertations & Theses

This multilevel mixed methods investigation examines the experiences of developing self-evaluation skills for simulation fellows in an interprofessional simulation fellowship program. Interprofessional fellows (N = 12) and faculty (N = 4) engaged in a three-phase study using video-assisted learning tools to explore the differences in self-evaluation (perceived performance) and faculty evaluation (actual performance) in developing debriefing skills. For the quantitative component, fellows and faculty completed the DASH© tool to evaluate the quality of debriefing to help close the gaps between fellow self-evaluation and faculty evaluation. For the qualitative component, video-stimulated think-aloud and video-assisted debriefing the debriefer were utilized to understand …

Exploring The Experience And Identity Of Associated Faculty Teaching In A Doctor Of Physical Therapy Program, Catherine A Bilyeu

Dissertations and Theses

Doctor of Physical Therapy (DPT) program faculty often enter academia as expert clinicians or researchers, but rarely as expert educators. Recommendations for faculty development exist, yet many physical therapy faculty still enter academia with little or no formal preparation for teaching and limited understanding of academe. This lack of preparation can impact faculty performance and identity, which ultimately can influence student outcomes. This is particularly true for associated faculty, who have very limited access to development opportunities due to the nature of their academic positions. Framed in social constructivism and transition theory, this study explored the experience and identity of …

Nursing Faculty Perspective On Simulation Based Education: A Qualitative Exploratory Study At Public And Private Nursing Schools In Karachi, Pakistan, Saira Mehboob Ali Lalani

Theses & Dissertations

Background: Simulation-based education (SBE) provide novice and proficient student nurses a platform to learn and practice skills in a simulated environment, to become safe and competent nurses. This pedagogy is especially beneficial for those studying healthcare-related domains, as it permits students to gain hands-on expertise that is much more real and facilitating than the traditional methods of teaching. The role of nursing faculty is crucial in this process. Purpose The purpose of this study was to investigate the perceptions of nursing faculty members regarding SBE, as well as the facilitators and barriers of SBE.
Research Methods: An exploratory qualitative research …

Steps On Establishing A Faculty Development Curriculum For Health Science Educators In A New Medical School, Beatriz Tapia, Karina Madrigal, Robert Nelson

Research Colloquium

Purpose: New Medical Schools need health science educators, to teach throughout the medical education continuum from basic science to clinical years. The need to establish a defined faculty development curriculum for health science educators will aid in standardizing best teaching practices and build a potential master teacher to move the curriculum toward active learning and innovation. The UTRGV SoM is a distributed campus, to achieve increase outreach we will offer synchronous and asynchronous online faculty development during the pandemic. This poster will share our progress to date.

Methods: A pilot, faculty development program, was established from faculty needs assessment data, …

Faculty Readiness And Learning Needs For Incorporating Virtual Healthcare Into The Curriculum, Kelley Connor, Jason Blomquist, Darci Mccall, Cara Gallegos, Janet Reis

Nursing Faculty Publications and Presentations

Objective: Virtual healthcare technologies are becoming increasingly acceptable and available to patients and providers to deliver care. Although common in practice settings, many nursing schools have not integrated virtual care concepts into the curriculum. One reason may be because faculty are not prepared to teach these concepts. The purpose of this study was to assess the virtual healthcare learning needs of faculty.

Methods: An exploratory, descriptive study design was used to evaluate faculty receptiveness and readiness to teach virtual nursing care concepts. Thirty-seven full time faculty members were asked to complete an anonymous survey consisting of demographic, open-ended, and Likert …

A Framework For Creating And Using Teaching Philosophy Statements To Guide Reflective And Inclusive Instruction, Steven D. Taff

Journal of Occupational Therapy Education

A teaching philosophy statement (TPS) is a brief, deeply personal narrative that gives insight into an educator’s perspective on the teaching enterprise. A TPS is typically comprised of a reflection on the educator’s values and beliefs, a description of what happens during the learning process, and statements about how teachers and learners ideally interact. Use of a TPS clarifies the bridge between theory/philosophy and practice which strengthens education as an interactive phenomenon and in so doing evokes an ethical purpose for the teaching-learning dynamic. This article describes the theoretical underpinnings of, and process for, an innovative framework occupational therapy educators …

Needs Assessment For Faculty Development In Health Professions Education At A Medical University In Karachi, Pakistan, Tabassum Zehra, Sana Saeed, Rahila Ali, Amber Sultan, Areeba Hussain

Department for Educational Development

Faculty Development (FD) embraces all educational activities used by teachers to improve their knowledge and skills for enhancing their academic competencies. This study aimed to identify the areas in Health Professions Education (HPE) in which formal faculty development is required. A needs assessment survey was conducted from among the faculty members at the Aga Khan University (AKU), Karachi, Pakistan, and the French Medical Institute for Mother and Children, Afghanistan. Data was analysed using SPSS 20.0 and reported frequencies and percentages according to various academic tracks. Competency-based curricula (51%), providing effective feedback (51%), developing Objective Structured Clinical Exam (51%), and clinical …

Associations Between Faculty Vitality And Burnout In The Covid-19 Era: The Experience Of One Institution, Megan Ferriby Ferber, Tina H. Chen, Patrice L. Vallot, Jane Mchowat, Cindy C. Bitter

Journal of Wellness

Introduction: Faculty vitality is the ideal synergy between engaged faculty and mission-driven institutions that generates a fruitful environment for academic productivity, career satisfaction, and fulfillment of shared goals. The COVID-19 pandemic has introduced unprecedented disruptions to faculty vitality, with profound perturbations to individual and institutional support networks. However, the extent of this impact is unclear, as are strategies to mitigate loss of faculty vitality and prevent burnout.

Methods: We developed a survey instrument to evaluate the impact of COVID-19 on faculty vitality and burnout at a mid-sized, Midwestern academic institution affiliated with a university hospital. Survey items focused on individual …

Comprehensive Onboarding And Orientation To Support Newly Hired Faculty In A Nursing Program, Kylateia Farrar-Stern, Michele Sheridan Malin, Amber Young-Brice

College of Nursing Faculty Research and Publications

Background:

Nursing programs are challenged with retaining nurse faculty due to many complex factors, one being the problem of suboptimal transition to the role.

Purpose:

The purpose of this project was to assess the impact of an onboarding and orientation program, the Teaching Excellence Program (TEP), on the transition of newly hired nurse faculty.

Methods:

Program assessment data, including quantitative and qualitative measures of 14 participants' needs and experiences, were collected over one academic year.

Results:

A Wilcoxon signed-rank test found no discernible difference between the preprogram and postprogram survey responses. Qualitatively, participants reported positive experiences with the TEP, highlighting …

A Roadmap For Building Data Science Capacity For Health Discovery And Innovation In Africa, Joseph Beyene, Solomon W. Harrar, Mekibib Altaye, Tessema Astatkie, Tadesse Awoke, Ziv Shkedy, Tesfaye B. Mersha

Statistics Faculty Publications

Technological advances now make it possible to generate diverse, complex and varying sizes of data in a wide range of applications from business to engineering to medicine. In the health sciences, in particular, data are being produced at an unprecedented rate across the full spectrum of scientific inquiry spanning basic biology, clinical medicine, public health and health care systems. Leveraging these data can accelerate scientific advances, health discovery and innovations. However, data are just the raw material required to generate new knowledge, not knowledge on its own, as a pile of bricks would not be mistaken for a building. In …

An Approach To Faculty Development For Underrepresented Minorities In Medicine., Juan Robles, Tanya Anim, Maria Harsha Wusu, Krys E. Foster, Yury Parra, Octavia Amaechi, Kari-Claudia Allen, Jose E. Rodríguez, Kendall M. Campbell, Dmitry Tumin, Judy Washington

Department of Family & Community Medicine Faculty Papers

OBJECTIVES: The diversity of the US physician workforce lags significantly behind the population, and the disparities in academic medicine are even greater, with underrepresented in medicine (URM) physicians accounting for only 6.8% of all US medical school faculty. We describe a "for URM by URM" pilot approach to faculty development for junior URM Family Medicine physicians that targets unique challenges faced by URM faculty.

METHODS: A year-long fellowship was created for junior URM academic clinician faculty with funding through the Society of Teachers of Family Medicine Project Fund. Seven junior faculty applied and were accepted to participate in the fellowship, …

Impact Of A Faculty Development Course On Promotion At A Health Sciences Center, Sanja Kupesic Plavsic, Valerie Osland Paton Ph.D., Christiane Herber-Valdez, Consuelo Rosales, Martín D. García, Zuber D. Mulla

Marshall Journal of Medicine

Introduction

The objective of this study was to quantify the association between graduation from our annual comprehensive Institutional Faculty Development Course (IFDC) and being promoted from assistant professor to associate professor at our health sciences center.

Methods

A retrospective cohort study (October 2008-October 2019) was conducted using publicly-available faculty data. A total of 148 IFDC graduates were compared to 87 non-graduates. Subjects were full-time assistant professors at Texas Tech University Health Sciences Center El Paso at the start of follow-up. The binary outcome was promotion to associate professor. The outcome was measured annually from 2008 to 2019. Follow-up ended when …

Preparing Faculty To Lead Doctor Of Nursing Practice Projects: A Faculty Development Pilot Project., Janice Lazear, Jean C. Hemphill

ETSU Faculty Works

Background/Introduction: A mentoring program was designed to provide faculty the skills to increase confidence when leading Doctor of Nursing Practice projects. The program included an assessment of confidence of six key skills. The intervention included didactic and individual experiential learning that coincided with student progression through project courses.

Purpose: The purpose of this project was to provide an intervention to promote faculty confidence when leading DNP projects. The objectives were to:

1. assess faculty participants' self-perceived confidence regarding needed leading DNP projects,
2. create and implement a faculty development program based on the responses, and
3. evaluate the faculty perception of …

How To Launch And Continually Enhance An Effective Medical Campus Faculty Development Program: Steps For Implementation And Lessons Learned., Ellen Childs, Christy D. Remein, Robina M Bhasin, Angelique C Harris, Alyssa Day, Lisa M Sullivan, David L Coleman, Emelia J Benjamin

Health Sciences Education Research

Purpose: Drawing on the decade of experience of Boston University Medical Campus' Faculty Development Office, this paper reports strategies used to launch and continually improve faculty development programming within an academic health sciences campus.

Patients and Methods: The authors explain the steps that Boston University Medical Campus took to institute their set of faculty development programs, including an overview of resources on how to periodically conduct needs assessments, engage key institutional stakeholders, design and evaluate an array of programming to meet the needs of a diverse faculty, and institute real-time program modifications.

Results: In a step-by-step guide, and by highlighting …

Evaluating The Effectiveness Of 'Mcq Development Workshop Using Cognitive Model Framework: A Pre-Post Study, Rahila Ali, Amber Shahmim Sultan, Nida Zahid

Department for Educational Development

A workshop on MCQ development using cognitive model framework was conducted for health educators from Aga Khan University (AKU) and other academic institutions. The aim was to develop the skill of preparing MCQs for assessing higher cognitive levels. A pre-post study was conducted, participant satisfaction was evaluated and pre-post test scores were used to assess learning capability of the workshop participants. Out of the 19 who attended the workshop, 16 participated in the pre- and post-tests and were included in the study through convenience sampling. The total duration of the study was six months. There was a significant difference in …

Collectivism, Individualism, And Interprofessional Education: A Comparison Of Faculty Across Five Academic Health Sciences Colleges, S. Alicia Williams

Electronic Theses and Dissertations

Collaborative practice among interprofessional groups of health care providers is essential to the provision of safe and effective medical care. However, health professions training programs have not traditionally prepared students for interprofessional practice. One challenge in transforming health professions education programs has been a limited number of faculty prepared to teach students in an interprofessional learning environment. Thus, faculty development programs aimed at preparing faculty to provide interprofessional learning experiences across disciplines are increasingly important. Unfortunately, best practice in training faculty for interprofessional education programs is not well-defined.

Interprofessional education faculty development programs should aim to train faculty to model …

12 Tips To Guarantee A Fragmented (Absolutely Terrible) Curriculum In A Time Of Crisis, Constance Tucker, Abigail Kay

Department of Psychiatry and Human Behavior Faculty Papers

Medical education scholarship is filled with articles focused on rigorous curriculum design and innovation. In the midst of a public health crisis, the authors aim to provide a reflective guide to curriculum development focused on curriculum gone wrong. The authors propose twelve recommendations that will bring all educators closer to curricular failure.

Effectiveness Of A Faculty Mentor Development Program For Scholarship At An Academic Health Center, Akshay Sood, Clifford Qualls, Beth Tigges, Bronwyn Wilson, Deborah Helitzer

Clinical and Translational Science Center Scholarly Output

Introduction:

Mentors are in short supply at academic health centers (AHCs). The effectiveness of training mentors (without preselection for their research skills) to support faculty mentees in scholarly activities at AHCs is not well known.

Methods:

The University of New Mexico Health Sciences Center has a two-component program to develop effective mentors for scholarship for faculty mentees. It has an online component supplemented by an optional face-to-face (F2F) component. Study outcomes included changes in self-reported knowledge scores for online users and Mentoring Competency Assessment scores for F2F users.

Results:

One hundred five mentors, mostly women associate professors, used the online …

The Extent To Which A Professional Development Program Can Support Caring Nursing Practice In Western Australian Hospitals, Tonia Naylor

Theses

Continuous professional development (CPD) has been purported to be able to enhance and support caring nursing practice; however, the relationship has never been studied in Western Australia. CPD is used in Australia as an overarching term. It includes three types of study leave; accredited courses, training with defence force reserves, and professional development (PD). The aim of this study was to determine the extent to which a professional development program can support caring nursing practice in Western Australian (WA) hospitals.

A PD program consisting of a one-day Master Class (MC) on caring nursing practice with additional and optional on-line reflective …

Who's In The Inner Circle? Exploring Network Connections Among Health Professions Faculty For Career Advancement, Maureen Becker, Elsie Wordekemper, Betsy J. Becker

Posters and Presentations: Physical Therapy

Purpose/Hypothesis

The purpose of this study is to explore the meaning of network connections in new or early career health professional faculty. Knowing this information can foster targeted faculty development strategies to build, leverage and maintain connections for advancement with scholarly activity. Faculty shortages currently exist amongst the medical and healthcare professions compounded by an aging U.S. population, increasing the demand for health care services.1 Each year, new faculty are hired, following carefully executed and costly searches. Much time, energy and finances are invested into "human" resources, not limited to, but including; salary, benefits and start up packages. All of …

Committing To My Mission: Faculty Experiences With Student Veterans In Baccalaureate Nursing Education, Brenda Elliott, Katie A. Chargualaf, Barbara Patterson

Nursing (Graduate) Educator Scholarship

© 2019 Wiley Periodicals, Inc. Veterans transition to baccalaureate nursing education with significant experiences from their military service. Faculty play a role in facilitating this transition, in and out of the classroom. Approaches to enhance nursing education programs to better meet student veterans' needs have been proposed. However, less is known about the experiences of faculty teaching student veterans. A qualitative descriptive design was used to examine nursing faculty experiences teaching veterans, and in facilitating veterans' transfer of learning and knowledge from their military experience to baccalaureate nursing education. Semi-structured interviews with twelve faculty from the United States were conducted …

Teaching About Cultural Competence And Health Disparities In An Online Graduate Public Health Course, Anuli Njoku, Drph, Mph, Uchenna Baker, Phd, Med

Journal of Health Disparities Research and Practice

The growing diversity in U.S. society encourages the need for culturally competent healthcare professionals to provide optimal services to a diverse population. This increasing diversity also brings greater awareness to health disparities among distinct subgroups of the U.S. population. Addressing health disparities in the USA will require a multidimensional approach from various sectors, including the field of education. Developing health disparities curricula can help cultivate conscious future health practitioners. Faculty development programs can be integral in equipping faculty to develop curricula on and teach students about health disparities. With a growth in online learning and in the number of adult …

Interventions To Increase Uptake Of The Human Papillomavirus Vaccine In Unvaccinated College Students: A Systematic Literature Review, Marie Barnard, Anna C. Cole, Lori Ward, Emily Gravlee, Mariah L. Cole, Caroline Compretta

Faculty and Student Publications

© 2019, American Association of Colleges of Pharmacy. All rights reserved. The Committee was charged with the responsibility for examining the need for change in pharmacy education and the models of leadership that would enable that change to occur across the academy. They also examined the question of faculty wellbeing in a time of change and made several recommendations and suggestions regarding both charges. Building upon the work of the previous Academic Affairs Committee, the 2018-19 AAC encourages the academy to implement new curricular models supporting personalized learning that creates engaged and lifelong learners. This will require transformational leadership and …

A Curious Critic's Guide On Writing A Five-Star Student Evaluation: Five Lessons Learned From Food Blogging., Xiao Chi Zhang, Meryl Abrams, Dimitrios Papanagnou

Department of Emergency Medicine Faculty Papers

Timely feedback is critical in promoting learner self-reflection. When provided effectively, feedback can assist learners with the acquisition of new skills and knowledge in the ever-changing and complex landscape of healthcare. While the literature is replete on methods to provide feedback, faculty and supervisors receive little, if any, training on writing constructive feedback. Abbreviated comments (i.e., 'good job' or 'read more') provide little information on specific behaviors learners can change. As an avid food enthusiast and restaurant reviewer, I, too, am met with the challenge of writing a meaningful, constructive review (or evaluation) of a dining experience. To better assist …

Organizational Socialization: Experiences Of Junior Faculty In Athletic Training Education Programs, Stephanie M. Mazerolle, Sara Nottingham, Kelly Coleman

Internet Journal of Allied Health Sciences and Practice

Background: New faculty members become oriented to their new positions through numerous methods, such as institutional mechanisms as well as networking with various individuals. The process of acculturation is often complex, and best understood from a socialization framework. Role transition for the faculty member is often accomplished through professional socialization, or the experiences prior to beginning a faculty position. However, role transition also continues once the newly minted doctoral student is catapulted into employment. This dynamic, on-going process is often seen as organizational socialization. Objective: We sought to understand how Athletic Training faculty members navigate role transition, from doctoral student …

Undergraduate Nurse Educator Perceptions Of Preparation To Teach Interprofessional Collaboration, Tamara Powell Berghout

Walden Dissertations and Doctoral Studies

If nurse educators do not teach students to function in interprofessional teams, students may lack communication and teamwork skills, which can result in patient harm; however, nurse educators do not always understand the concept of interprofessional collaboration (IPC) and may, therefore, fail to teach it to students. The purpose of this multiple case study was to understand how undergraduate nurse educators prepared to teach IPC and how their preparation informed their teaching. The theory of transformative learning and the Interprofessional Education Collaborative core competencies of IPC framed this study. Data included semistructured interviews and associated documents from 9 nurse educators …

Faculty Development Initiatives: A Prerequisite For Capacity Building And Enhanced Productivity In A Medical Institution, Rehana Rehman, Hassan Mehmood, Syeda Fatima, Irfanullah Baig, Zohaib Rana, Mohammad Iqbal

Department of Biological & Biomedical Sciences

Objective: To determine the contribution of teaching, learning and assessment forum's initiatives on professional development of faculty and staff.
Methods: This retrospective study was conducted at the Department of Biological and Biomedical Sciences, Aga Khan University, Karachi, from July to December 2016, and comprised teaching, learning and assessment activities carried out from 2012 to 2015. The responses acquired from feedback evaluation were recorded at the end of activity on a Likert-type scale ranging from 1-5. Positive responses were presented for each variable with respective activity type across the study years. The association of the effectiveness of teaching, learning …

A Novel Approach To Debriefing Medical Simulations: The Six Thinking Hats., Xiao Chi Zhang, Hyunjoo Lee, Carlos Rodriguez, Joshua Rudner, Dimitrios Papanagnou

Department of Emergency Medicine Faculty Papers

Simulation has become a standard training method in emergency medicine (EM). Specifically, post-simulation debriefings offer participants the opportunity for reflection while exposing their knowledge and practice gaps. The educational yield of these debriefings, however, is contingent on the debriefer's skills. Without professional development, faculty and educators may not be equipped with supportive debriefing strategies. We propose the Six Thinking Hats (6TH), originally developed by Edward de Bono (1970) as a debriefing framework to support effective, high-yield debriefing conversations. The six colored hats represent six unique approaches to critical thinking. The white hat represents the facts; the green hat, creativity and …

Trapped As A Group, Escape As A Team: Applying Gamification To Incorporate Team-Building Skills Through An 'Escape Room' Experience, Xiao Chi Zhang, Hyunjoo Lee, Carlos Rodriguez, Joshua Rudner, Teresa M Chan, Dimitrios Papanagnou

Department of Emergency Medicine Faculty Papers

Teamwork, a skill critical for quality patient care, is recognized as a core competency by the Accreditation Council for Graduate Medical Education (ACGME). To date, there is no consensus on how to effectively teach these skills in a forum that engages learners, immerses members in life-like activities, and builds both trust and rapport. Recreational 'Escape Rooms' have gained popularity in creating a life-like environment that rewards players for working together, solving puzzles, and completing successions of mind-bending tasks in order to effectively 'escape the room' in the time allotted. In this regard, escape rooms share many parallels with the multitasking …