Faculty Development Moving Forward Together

1. Faculty Development Moving Forward Together Roger Wong, BMSc, MD, FRCPC, FACP Gisèle Bourgeois-Law, MD, MEd, FRCSC Faculty of Medicine University of British Columbia Vancouver, Canada

2. Disclosure No competing interests in regards to the content of this presentation.

3. Objectives To explain the principles of Faculty Development (FD). To describe the process of creating innovative FD programs. To explain essential ingredients for effective FD. To discuss strategies for implementing FD programs.

4. What is FD? • FD means different things to different people (no consensus!) • Multiple perspectives – all relevant! • Clinical faculty. • GFT faculty in clinical department. • GFT faculty in basic science department. • Inter-professional faculty. • Faculty at various career stages.

5. Broad Definition of FD • Activities designed to improve an individual’s knowledge and skills in areas considered essential to their performance as a faculty member. • Related to faculty academic roles, including teaching, learner assessment, research, administration. RCPSC CanMEDS Train-the-Trainer Manager Program 2009

7. Relationships • Professional Affairs – reporting (in common:leadership, mentorship, peer review of teaching) • CHES • Special Advisor to the Dean, Allied Health Professions • Departments • External

8. Challenges in Professional Development Portfolio • What’s in a name? (PD vs. CPD vs. Fac Dev) • Working towards an integrated Faculty • Addressing the needs of all faculty members • Addressing gaps while avoiding duplication • Budget

9. Projects • Exploring synergies between FD and CPD • Career development workshop series • Mentorship for clinical faculty • Your ideas?

10. Vision of FD at UBC • We empower teachers to be successful by developing a model for educational support that takes into account the needs of all teaching sites and teachers at all career stages.

11. FD at UBC: Mission 1 • To support the FoM mission by planning, developing, implementing and evaluating effective, efficient, sustainable and flexible educational activities that meet the current and future needs of individual teachers and the FoM.

12. FD at UBC: Mission 2 • To inspire, support and organize a collaborative, inter-professional network of teachers and clinician educators to anticipate and meet emerging needs of the provincial FoM learners based on scholarly inquiry.

13. FD at UBC: Mission 3 • To facilitate the development and renewal of teaching and learning competencies, educational leadership and scholarly activities of members of the FoM, and to promote a culture of teaching and learning within the FoM.

14. Basic Principles of FD • Aim to bring about individual and organizational change. • Target diverse stakeholders. • Address 3 main content areas: • Teaching and learning. • Inter-professional education. • Leadership and organizational change. • Take place in a variety of settings, using diverse formats and strategies. • Incorporate principles of effective educational design. • Adopt a dissemination model for implementation. Steinert 2005

15. Role of Faculty Developers • To introduce new models of teaching. • To bring together staff with a common aim. • To assist in integrating different parts of a curriculum. • To offer support for educational innovations. • To design and implement a faculty development plan. Challis 2001

16. FD Process • Needs assessment. • Establish goals. • Develop program: • Systematically design educational program. • Integrate into existing activities. • Clear learning objectives. • Variety of instructional methods / learning formats. • Practical and integrated. • Contextual and tailored. • Evaluate program. • Modify based on feedback and evaluation. RCPSC CanMEDS Train-the-Trainer Manager Program 2009

17. FD Needs Assessment • FD at UBC is tailored to needs of users and the organization (FoM). • Literature review. • Broad-based stakeholder consultation based on representation at FD retreat (March 23-24, 2009, Vancouver). • Consultation with sites, programs, faculty units, departments, teachers (clinicians, basic scientists, allied health, residents), learners, etc.

18. Retreat Recommendations • FD is a collegial, supportive and experiential process that takes place in a collaborative, distributed, inter-professional network. • FD activities incorporate best practices and available evidence to promote growth and sustainability across the continuum. • FD provides strong, central leadership/support that is flexible to the needs of the distributed sites. • FD is open to change; in turn we are supported to innovate and review in a scholarly manner. • FD uses a collaborative approach. • FD is evidence-informed.

19. Goals of FD Efforts • Individual level: • Transmit knowledge. • Develop skills. • Address attitudes and beliefs. • Organizational level: • Create opportunities for learning together. • Empower teachers. • Address system issues. Wilkerson and Irby 1998

20. Goals of FD at UBC Collaborate with CPD to identify potential synergies Collaborate with CHES to enhance scholarship Collaborate with Career Development to enhance leadership

21. Key FD Deliverables at UBC • Consistent availability of FD activities across all training sites. • Enhanced communication and collaboration related to FD. • Improved access and opportunities for participation in FD activities, anytime and anywhere. • Positive impact on teaching and learning.

22. The Educational Cycle RCPSC CanMEDS Train-the-Trainer Manager Program 2009

23. Engage All Learning Styles “sense & feel” “do” “watch” “think” Am J Med Sci 1996; 312(5): 214-218

24. FD Program Matrix

25. Innovations Network (InNet) UBC Faculty Development Listserv. • Matrix organization – flat level, synergism through shared responsibility. • Emphasis on project management and information sharing. • Closer linkage among FD champions (faculty and residents) – anytime and anywhere. • Safe platform and environment for inter-professional discussion. • Easier dissemination within BC and beyond.

26. Teaching Resource Bank www.facdev.med.ubc.ca • Facilitate sharing of teaching resources. • Best practices from all teaching sites. • Motivate and stimulate teaching innovations. • 5 sections: • Curriculum. • Teaching methods. • Assessment and feedback. • New technology. • Residents as teachers.

28. Residents as Teachers • Collaboration with PGME. • Review deployment of common courses. • Consider: content, context, culture. • De-emphasize “one size fits all”. • Emphasize tailored approach (e.g. AHD outreach). • Improvement of Program Director Workshops. • Include experiential learning. • Functional distribution across training sites. • Pilot: laminated card with teaching tips. • Pilot: Educational Support Outreach Team. • Involvement in Clinical Educator Fellowship (CEF) Program.

29. Welcome to the UBC Faculty of MedicinePostgraduate Medical EducationProgram Director WorkshopDecember 3, 2009University Golf Club, Vancouver, British Columbia

31. FD Core Curriculum • Consistent objectives, local delivery, managed/coordinated changes (active input from sites). • VFMP: ABC Educational Primer for Clinicians. • NMP: Series 123 (3-year cyclical curriculum). • IMP: Module D in addition to ABC. • Curriculum innovations and improvements - similar needs articulated by site FD champions. • UG block chairs / course directors support. • Assessment and feedback support. • Workshop refresher/follow-up module. • Other examples: • PBL General Skills Tutor Training Workshop. • Technology Enabled Learning Workshop.

32. Med Ed Rounds • Consistent objectives, local delivery, managed/coordinated changes. • Streamline program delivery with other providers (e.g. CHES). • Internet archives for self-motivated learning – anyone, anywhere, anytime. • Examples: • Medical Education Monthly Rounds. • Annual Medical Education Half-Day. • Annual William Webber Lecture in Medical Education.

33. Basic Science Faculty Evaluator training on peer observed teaching. Presentation training for departmental seminars. Tutor training for PBL/grad student supervision. Inter-professional Faculty Basic teaching skills for preceptorship model. Support for clinical educator pathway. Inter-professional development. Examples of Specific FD Needs

34. Effective FD • Effective programs utilized: • Experiential learning. • Feedback to participants. • Well-designed interventions, based on established principles of teaching and learning. • Diversity of educational methods. • BEME Collaboration: www.bemecollaboration.org Steinert 2006

35. FD Organizational Improvement

36. Factors for Implementation • Faculty engagement (buy-in). • Need for champions. • Program sustainability. • Build clarity around terminology. • Need for external support. • Establish win-win for other academic demands. • Simplify hierarchy and logistics. • Slow shifting of professional culture. Barker et al. 2005

37. Challenges • Time. • Resources. • Engaging faculty with unperceived needs. • Lack of consensus around terminology. • Overlap of UGME vs. PGME. • Competing academic demands. • Complex hierarchy and logistics. • Established professional culture. RCPSC CanMEDS Train-the-Trainer Manager Program 2009

38. Specific FD Challenges at UBC • Decreased funding and space at a time of UGME and PGME expansion. • Unique central and distributed FD offices. • Increasing difficulty for clinical teachers to balance need for FD with the realities of clinical practice. • Accreditation requirement: FD identified as transitional item.

39. General FD Strategies • Multiple approaches - inoculation to immersion. • Consider offering workshops to key opinion leaders (e.g. program directors, keen new faculty members). • Link in with existing programs/events. • Consider central and distributed sessions. • Focus on key messages. • Evaluate the efforts and outcomes. • Be flexible and responsive. RCPSC CanMEDS Train-the-Trainer Manager Program 2009

40. Educational Dissemination • Raises program visibility and profile. • Helps with program sustainability. • Saves others from reinventing the wheel. • Adds to educational scholarship.

41. Summary • Comprehensive, multi-faceted FD system, with matrix organization. • Consistent availability of FD across all training sites – anyone, anywhere, anytime. • Enhanced networking and collaboration. • Consistent objectives, local delivery, with managed changes. • Infrastructural strategies to enhance communication and program effectiveness. • Outcome data needed to evaluate impact and connect teaching and learning. • Communities of practice to disseminate FD-friendly culture.

42. Acknowledgements • Dr. Tammy Attia • Dr. Joanna Bates • Dr. Robert Bluman • Dr. Oscar Casiro • Ms. Jo Clark • Dr. Richard Cohen • Dr. Carol-Ann Courneya • Dr. Cary Cuncic • Dr. Susan Edwards • Dr. Clifford Fabian • Dr. Elysabeth Fonger • Dr. Jane Gair • Dr. Caroline Gosselin • Dr. Morad Hameed • Dr. Ehi Iyayi • Dr. Sandra Jarvis-Selinger • Dr. Allan Jones • Dr. Karen Joughin • Dr. Harry Karlinsky • Dr. Jill Kernahan • Dr. Gail Knudson • Dr. Eric Kristensen • Dr. Chris Lovato

43. Acknowledgements • Ms. Lua Lynch • Dr. Irene Ma • Dr. Barry Mason • Dr. Fraser Norrie • Ms. Estelle Paget • Dr. Geoffrey Payne • Dr. Adam Peets • Dr. Linda Peterson • Ms. Marcelina Piotrowski • Dr. Gary Poole • Dr. Dan Pratt • Dr. Glenn Regehr • Dr. Kamal Rungta • Dr. Leslie Sadownik • Dr. Ian Scott • Dr. Dorothy Shaw • Dr. David Snadden • Dr. Angela Towle • Dr. KiranVeerapen • Dr. Judy Vestrup • Dr. Eric Webber • Dr. Galt Wilson

44. References DeWitt TG, Goldberg RL, Roberts KB. Developing community faculty: principles, practice, and evaluation. Am J Dis Child. 1993; 147(1): 49-53. Flynn SP, Bedinghaus J., Snyder, Hekelman F. Peer coaching in clinical teaching. Fam Med. 1994; 26: 569-570. McLean M, Cilliers F, Van Wyk JM. Faculty development: yesterday, today and tomorrow. Med Teach. 2008; 30(6): 555-584. Molodysky E, Sekelja N, Lee C. Identifying and training effective clinical teachers--new directions in clinical teacher training. AustFam Physician. 2006; 35(1-2): 53-55. Ramani S. Twelve tips to promote excellence in medical teaching. Med Teach. 2006; 28(1): 19-23. Rediske V, Simpson DE. Web-based instruction to enhance the clinical teaching of community preceptors. Acad Med. 1999; 74: 577-578.

45. References Reid A, Stritter FT, Arndt JE. Assessment of faculty development program outcomes. Fam Med. 1997; 29: 242-247. Skeff KM, Stratos GA, Bergen MR, Regula DP Jr. A pilot study of faculty development for basic science teachers. Acad Med. 1998; 73(6): 701-704. Skeff KM, Stratos GA, Bergen MR, Sampson K, Deutsch SL. Regional teaching improvement programs for community-based teachers. Am J Med. 1999; 106(1): 76-80. Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, Prideaux D. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach. 2006; 28(6): 497-526. Sutkin G, Wagner E, Harris I, Schiffer R. What makes a good clinical teacher in medicine? A review of the literature. Acad Med. 2008; 83(5): 452-466. Wilkerson L, Irby DM. Strategies for improving teaching practices: a comprehensive approach to faculty development. Acad Med. 1998; 73(4): 387-396.