Inis Jane Bardella, MD, FAAFP Associate Dean Faculty Development & Global Health Initiatives

1. Faculty Development of International Colleagues: Opportunity for Discipleship and Maturity of Faith Inis Jane Bardella, MD, FAAFP Associate Dean Faculty Development & Global Health Initiatives Professor Department of Family & Preventive Medicine Chicago Medical School, Rosalind Franklin University North Chicago, IL USA

2. Session Objectives • Discuss the need for deep discipleship that results in a culture of Christianity. • Explore the needs and opportunities globally to develop effective medical and health professions educators. • Discuss models and strategies for faculty development that build faculty and leaders who are anchored in Christian principles and effective educators. • Apply the discussed strategies to develop international colleagues.

3. My Dilemma • Why • After 1000s of years of Christian missions and billions of dollars of investment, why is the world not more dramatically changed for Christ? • What • What is required for progressive, sustained change that honors God? • How • How can I and you be used by God to change the situation – the culture?

4. Some Answers • Why • Lack of maturity of faith that results in one choosing to live the culture of Christianity, regardless of price. • What • Deep discipleship – spiritual and professional long term mentoring • How • Teach, disciple, mentor – commit for the long term The Biblical Model

5. Rationale • Commanded • Go ye therefore, and make disciples of all nations, baptizing them into the name of the Father and of the Son and of the Holy Spirit: teaching them to observe all things whatsoever I commanded you: and lo, I am with you always, even unto the end of the world. Matthew 28:19-20 ASV

6. Rationale • Jesus’ effective model • Spiritual teaching • Professional development • Modeling • Interactive discussion • Experiential learning • Entrustable professional activities (EPAs)

7. Rationale • Responsibility • And to whomsoever much is given, of him shall much be required; and to whom they commit much, of him will they ask the more. Luke 22:48b ASV • Who better to teach the next generation? • Value human life • Believe we are accountable to God • What better method than living your life as a Christian health professional?

8. Needs and Opportunities

9. Needs and Opportunities • Education and development of health professionals is an ongoing need in every country. • Development of research and education are desired in every country. • There are interest and active efforts toward common competencies and professional expectations regionally and globally. • Faculty have a high level of influence on students, patients, and institution and system priorities. All of this requires development of faculty!

10. Needs and Opportunities Faculty development • Education • Students (undergraduate) • Residents (postgraduate) • CME, CPD • Research • Bench • Clinical • Public health • Leadership • Academic • Health systems • Government

11. Needs and Opportunities • Intermittent in-country • Annual conferences • Targeted activities • Ongoing communication • Medium term in-country • Several months, few years • Time specific development • Ongoing communication • Long term in-country • Several years • Evolving development • Sustained commitment • Disciple • Mentor • Develop • Network • Sponsor

12. Needs and Opportunities • Mentor-up the next leader • Program director • Medical/Dental/Nursing director • Department chair • Dean • Partner, collaborator • Program development • Curricular initiative • Research activity • Education development • Developing colleague • Mentor • Disciple • Sponsor • Friend • Peer-mentoring • Director • Chair • Dean • Minister of Health

13. Models and Strategies: Kyrgyzstan • Comprehensive health system reform since 1996 • Limited access country for missions • Science Technology Language Institute (STLI) • Activities • Family medicine residency • Retraining other specialists • Faculty development • Primary care nurses • Policy development • CME • Quality improvement • Medical school curriculum

14. Models and Strategies: Kyrgyzstan • Strategies • National initiative with multiple partners • Multipronged approach • Development of national faculty and leaders • Deliberate, planned faculty development • Bible study and cell-type groups • Ethics curriculum • Long term in-country expatriates • Intermittent short term consultants, experts • Tent making evangelism and discipleship

15. Models and Strategies: Kyrgyzstan • Outcomes • Family medicine residency and faculty • Improved health outcomes • CME/CPD with national leadership • Certification/recertification process • Quality Improvement • Medical school curriculum reform • Hospital reform • Regional impact • Some leadership with mature faith

16. Models and Strategies: Albania ABC Health Foundation, 1995 Activities Model family medicine practice Internship Final year medical student clinical training Mentoring Albanian GPs/FPs Family medicine & GP CME Develop Christian teachers of FM Develop Christian leaders • Christian mission organization and clinic • Christar • Prepare Albanian health professionals spiritually and clinically

17. Models and Strategies: Albania • Strategies • Expatiate leadership transition to nationals • Employment of nationals • Discipleship • Practice model • Curriculum • Mentoring • Faculty development • Leadership development • Long term in-country expatriates • Short and intermediate term consultants • Long term distance mentoring • Short term fellowships

18. Models and Strategies: Albania • Outcomes • First [Albanian] family physician faculty in DFM • Completed Masters in Medical Education • Leading curriculum reform • Family medicine PhD candidate at University of Antwerp • Second Albanian ABC Medical Education Director • First Albanian ABC Executive Director • First Albanian ABC Medical Director, in training • 11 internship graduates • 5 with past or current medical education roles • Semi-annual CME conference • Albanian ABC Foundation Board members

19. Models and Strategies: Rwanda • Postgraduate, residency development 2007-2013 • Secular US university • Enhance existing residencies • Establish family medicine residency • Activities • Curriculum development, implementation, maintenance • Program development, implementation, maintenance • Provision of information resources • Provision of expatriate faculty • Development of African national faculty • Development of family medicine educators, leaders

20. Models and Strategies: Rwanda • Strategies • Peer-mentoring of East African faculty, leadership • Model effective teaching • Mentor Rwanda residents • Educators • Leaders • Faculty development • Leadership development • Long term in-country expatriate faculty • Short and intermediate term expatriate faculty • Long term intermittent advising

21. Models and Strategies: Rwanda • Outcomes • 6 family medicine residency graduates • 3 current fourth year residents • 5 second year residents (2-year program) • 1 graduate pursuing PhD • 1 graduate potential part-time teaching DRC • Goma, DRC FM faculty • DOCS USA + HEAL Africa • National • Expatriate

22. Models and Strategies: PAACS • Pan-African Academy of Christian Surgeons • http://paacs.net/ • Commission of CMDA – Train and disciple Christian national surgeons for Africa • Strategies • Biblical training and discipleship in country • Surgical training in country • Long term and short term national and expatriate faculty • Network of hospitals and faculty

23. Models and Strategies: In His Image • In His Image Family Medicine Residency • www.inhisimage.org • Christian residency – Prepare family physicians for domestic and international missions • Strategies • Faculty development for residents and graduates planning to serve as faculty • Spiritual • Education • Development of national faculty • Recurring in-country faculty development

24. Models and Strategies: MEI • Medical Education International • http://www.cmda.org/mei/ • Ministry of CMDA – Teaching to Transform • Strategies • Short-term academic and clinical teaching • Recurring visits to develop relationships • Model medical education • Curriculum • Teaching • Peer-mentoring • Faculty development

25. Application • How can this be applied where you are working or planning to work? • What are the challenges to consider and address? • What additional models, approaches should be considered?

26. Summary • Long term commitment • Discipleship • Mentoring • Spiritual and professional development for maturity of faith and practice

27. Resources • www.MedicalEducationMissions.com • Teach to Transform • Connects inquirers with coaches and needs with resources • www.cmda.org/mei • Teaching to Transform • Short term teams provide academic and clinical teaching

28. Resources • http://www.rosalindfranklin.edu/cms/FacultyDevelopment/FacultyDevelopment.aspx • Programs, materials for faculty development • Secular • http://www.prime-international.org.uk/home.htm • International network of professional healthcare educators, committed to integrating rigorous science and compassionate care for the whole person. • Christian, relationship with ICMDA

29. MurakozeChaneShume Falemindarit Merci Beaucoup Asante SanaMucho gracias inisbardella@gmail.com