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Leading Faculty Development Medical Education Workshop

Leading Faculty Development Medical Education Workshop. Faith Hill School of Medicine University of Southampton. www.medev.ac.uk. Faculty Development Models. Individual deficit model. Managerial model. Consultative model. Other models?. www.medev.ac.uk. The Cycle of Faculty Development.

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Leading Faculty Development Medical Education Workshop

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  1. Leading Faculty DevelopmentMedical Education Workshop Faith Hill School of Medicine University of Southampton www.medev.ac.uk

  2. FacultyDevelopment Models • Individual deficit model • Managerial model • Consultative model • Other models? www.medev.ac.uk

  3. The Cycle of Faculty Development Identify needs Faculty Development Plan programme Feedback & evaluation Deliverprogramme www.medev.ac.uk

  4. Tensions in Faculty Development • Tensions between needs of organisation and needs of individuals • Tensions between large amounts of faculty development for some and spreading thinly for all • Other tensions? www.medev.ac.uk

  5. Blackmore and Wilson, 2003 www.medev.ac.uk

  6. Common tensions in faculty developmentWhere will you position yourself? Directive Non-directive Managerial Consultative Individual Collective Stretching Nurturing www.medev.ac.uk

  7. Establishing principles within your institution Example from University of Southampton: “The School encourages education staff development which is: • Learner centred (empowering, facilitating and enabling) • Building on work that has gone before • Embedded • Avoiding duplication of effort • Providing proactive, transformational leadership” www.medev.ac.uk

  8. Identify strategic direction ‘Consultation and participation with key stakeholders is essential to help determine strategic direction for faculty development’ Hill and Stephens, 2004 www.medev.ac.uk

  9. Involve students - focus on student needs • A student centred approach can help overcome many of the tensions in faculty development • Involving students in the process of faculty development can be extremely useful ( Note to facilitator: Add photo here of students in your institution) www.medev.ac.uk

  10. References and useful reading • Baume, D & Kahn, P (2004) Enhancing Staff and Educational Development, Routledge Farmer • Blackmore, P & Wilson, A (2003) Induction guidelines for incoming head of staff /educational development. HESDA Briefing paper 108 • Hill, F & Stephens, C (2004) Negotiating strategic direction for education staff development: the Southampton experience. Medical Teacher 26;7; 645-649 • Hill,F and Stephens, C (2005) Building leadership capacity in medical education. Medical Teacher; 27; 145-149 • Dennick, R (2003) Long-term retention of teaching skills after attending the Teacher Improvement Project. Medical Teacher 25;3; 314-318 • Steinert, Y et al (2005) Faculty development for teaching and evaluating professionalism. Medical Education 39; 127-136 • Wall, D & McAleer, S (2000) Teaching the consultant teachers: identifying the core content. Medical Education 34; 131-138 www.medev.ac.uk

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