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
Disclosure
No competing interests in regards to the
content of this presentation.
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.
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.
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
TH E U N IVE RS ITY O F B R ITI SH C OLU M B IA
Faculty of Medicine
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Faculty of Medicine
Relationships
› Professional Affairs – reporting
(in common:leadership, mentorship, peer
review of teaching)
› CHES
› Special Advisor to the Dean, Allied Health
Professions
› Departments
› External
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Faculty of Medicine
Challenges in
Professional Development Portfolio
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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
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Faculty of Medicine
Projects
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Exploring synergies between FD and CPD
Career development workshop series
Mentorship for clinical faculty
Your ideas?
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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.
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.
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.
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.
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
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
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
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.
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.
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
Goals of FD at UBC
Optimize
teaching
knowledge
and skills
Collaborate with CPD
to identify potential
synergies
Collaborate with
CHES to enhance
scholarship
Faculty
Development
Connect
teaching
with
learning
Empower
teachers
Collaborate with Career Development to
enhance leadership
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.
The Educational Cycle
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Engage All Learning Styles
“sense & feel”
“do”
“watch”
“think”
Am J Med Sci 1996; 312(5): 214-218
FD Program Matrix
UBC Office of FD
InNet (listserv), Resource bank,
Residents as Teachers, FD core
curriculum, Med Ed Rounds.
Liaison with FD centres.
Collaboration with CPD
CPD technology and credits.
IMP, NMP,
SMP, VFMP
Collaboration with FoM units
UGME. PGME. ICC.
CHES. ESU. TEL.
Collaboration with Depts
New faculty.
Future leaders.
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 interprofessional discussion.
Easier dissemination within BC and
beyond.
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.
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.
Welcome to the
UBC Faculty of Medicine
Postgraduate Medical Education
Program Director Workshop
December 3, 2009
University Golf Club, Vancouver, British Columbia
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.
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.
Examples of Specific FD Needs
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.
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
FD Organizational Improvement
Strategic Re-branding
FD website. E-newsletter.
FoM communications.
FoM committee memberships.
Governance Renewal
Matrix management.
Office and roles re-organization.
Synergy Committee with CPD.
IMP, NMP,
SMP, VFMP
Systems Improvement
Feedback loop to connect
teaching with learning.
Faculty recognition.
Cultural Shift
Communities of practice.
FD culture enhancement.
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
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
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.
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
Educational Dissemination
Raises program visibility and profile.
Helps with program sustainability.
Saves others from reinventing the wheel.
Adds to educational scholarship.
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 FDfriendly culture.
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 JarvisSelinger
Dr. Allan Jones
Dr. Karen Joughin
Dr. Harry Karlinsky
Dr. Jill Kernahan
Dr. Gail Knudson
Dr. Eric Kristensen
Dr. Chris Lovato
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. Kiran Veerapen
Dr. Judy Vestrup
Dr. Eric Webber
Dr. Galt Wilson
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