Education alongside research as the mission of a
medical, dental & veterinary school
ASPIRE RECOGNITION OF EXCELLENCE IN FACULTY DEVELOPMENT
IN A MEDICAL, DENTAL, VETERINARY SCHOOL
APPLICATION FORM
Faculty development refers to all activities health professionals pursue to improve their knowledge,
skills and behaviours as teachers and educators, leaders and managers, and researchers and
scholars. (Steinert Y. Faculty Development in the Health Professions: A Focus on Research and
Practice. NY: Springer, 2014). An institution that has achieved excellence in faculty development
prepares faculty members for their various academic roles with a breadth of faculty development
programs, which are evaluated for impact and which contribute to the scholarship of faculty
development.
An applicant school may have a single centralized program or a decentralized series of programs of
faculty development to enhance teaching/education, leadership and scholarship. These may include
programs for: new faculty orientation; guidance for career advancement and academic promotion;
mentoring and advising of the faculty; faculty member skill development as teachers and educators,
leaders and managers, and researchers and scholars; and retirement planning. Applicants will
describe the total array of the school’s faculty development programs in the application summary
and will specify whether the application will describe the whole series of programs OR focus on the
specific program that prepares teachers and educators, educational leaders and educational
scholars. The program must include a focus on those who teach undergraduate students but may
also include those who teach postgraduates and practicing clinicians. The school’s designated
program(s) will constitute “the program of faculty development” for the ASPIRE program application
and be assessed using the criteria for excellence.
Cultural, social, fiscal and other issues may influence how faculty development is provided, which
will vary from school to school. Excellence may be found in institutions with limited resources just as
much as in wealthier institutions. The way in which institutions demonstrate cost effectiveness and
context appropriateness will be taken into account by the panel when reviewing individual
submissions.
The application consists of the following sections:
SECTION A
SUBMITTER INFORMATION
SECTION B
OVERVIEW OF FACULTY DEVELOPMENT
SECTION C
RESPONSE RELATING TO CRITERIA
SECTION D
CERTIFICATION
SECTION E
APPENDICES - ADDITIONAL INFORMATION/SUPPORTING DOCUMENTATION
NOTE: Please use Calibri 11 point font throughout the application and submit as a single PDF.
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SECTION A: SUBMITTER INFORMATION
Name of University and School / Faculty:
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Address:
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Name of Submitters:
Role in Institution:
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2 Click here to enter text.
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3 Click here to enter text.
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Contact person: Click here to enter text.
Tel: Click here to enter text.
Email address: Click here to enter text.
Fax: Click here to enter text.
First time application?
YES ☐
NO ☐
Have you applied for ASPIRE in other areas?
YES ☐
NO ☐
Key features of the school including date established, graduate or high school entry, program
length, curriculum type, distinctive features
(maximum 250 words)
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Accreditation status of the school: date, duration, any conditions, accrediting agency. A copy of
the most recent accreditation letter must be appended.
(maximum 100 words)
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SECTION B: OVERVIEW OF FACULTY DEVELOPMENT


Briefly describe the total array of the school’s faculty development programs. Specify whether the
application will describe the whole series of programs OR focus on the specific program that
prepares teachers and educators, educational leaders and educational scholars. The program
must include a focus on those who teach undergraduate students but may also include those who
teach postgraduates and practicing clinicians.
Do not repeat the general information about the school provided in Section A.
(maximum 1000 words)
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SECTION C: RESPONSE RELATING TO CRITERIA
This is the main part of your submission.

Please ensure that you address the criteria listed. If some criteria do not apply to your program,
please indicate this.

Try and avoid repetition and do not feel that you need to fill all available space.

When you respond to the criteria, you must provide evidence of attaining the criteria and include
specific examples to support your submission.

Please quantify evidence, where possible using numbers or percentages, rather than using terms
like ‘many’, ‘a few’ or ‘several.’

In the main text, refer to evidence provided, by number, as an appendix. You may not exceed five
appendices.

If a link to a website is given, please indicate the specific document(s) that is to be considered.

For each piece of evidence included in the appendix to support your claim, attach a commentary
in English (maximum 100 words) detailing how excellence is demonstrated. The evidence may be
in a language other than English. Use appendices sparingly.
Please remember that we are looking to recognise and reward excellence and impact, and the
evidence provided by you must be convincing.
CRITERION 1: [GOALS AND DESIGN] THE SCHOOL’S FACULTY DEVELOPMENT PROGRAM HAS
CLEAR GOALS THAT ARE ALIGNED WITH ORGANIZATIONAL PRIORITIES, IS SYSTEMATICALLY
DESIGNED AND EVIDENCE-BASED, AND IMPROVES EDUCATIONAL PRACTICE, LEADERSHIP AND/OR
SCHOLARSHIP.
Sub-Criteria
1.1. The faculty development
program has clear goals, is
aligned with school goals and
priorities, and/or influences
organizational culture.
Evidence
Narrative description of the program’s faculty
development program goals, how the program
facilitates targeted priorities of the school and/or if
not aligned with school priorities then how it works
to improve the educational climate. Appropriate web
links should be provided.
1.2. The program uses a systematic
curriculum development model
that is informed by a theoretical
framework and best practices to
design and implement faculty
development offerings.
Narrative description of the curriculum development
model, theoretical framework and evidence used to
design faculty development offerings. Provide an
example of how the model was applied to design
and/or implement a faculty development offering.
1.3. The program focuses on
improving educational practice.
Additionally, it could also
improve leadership and/or
scholarship.
Narrative description of how the program addresses
educational practice in classroom and clinical settings,
leadership, and/or scholarship.
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Enter text in support of Criterion 1. Number the paragraphs corresponding to 1.1 to 1.3
(maximum 1000 words)
Click here to enter text.
CRITERION 2: [SCOPE] THE FACULTY DEVELOPMENT PROGRAM OFFERS BREADTH, DEPTH AND
DIVERSE APPROACHES WITH LONGITUDINAL PROGRESSION OF LEARNING OPPORTUNITIES THAT
CREATES A COMMUNITY OF PRACTICE.
Sub-Criteria
Evidence
2.1. The program provides a wide variety
of content and approaches with
longitudinal progression of offerings
that are targeted toward individual
and organizational priorities.
List offerings provided by the school in the past five
years using the table below. In a brief narrative
following the table, describe how the faculty is
defined (e.g., full-time, part-time and/or volunteer),
what the total size of the faculty is, and how program
offerings and numbers may have changed over the
past five years. Describe how each program type
builds on or is related to the others, and how it
enables individuals and organizations to meet their
goals. Appropriate web links should be provided.
2.2. The program is inclusive, accessible
and actively engages a large number
of faculty members.
Provide a narrative description of how the program
seeks to be welcoming, inclusive and accessible to all
faculty members (e.g. regardless of background,
financial support, location, etc.). Building on the data
provided in 2a, describe trends in participation over
the past five years.
2.3 The program creates a community of
practice for faculty members and
faculty developers, positively
impacting the organizational climate.
Provide a narrative description with examples of how
the program creates a sense of community and a
positive organizational climate, especially for
teachers.
Enter text in support of Criterion 2. Number the paragraphs corresponding to 2.1 (including the
table below) to 2.3
(maximum 1500 words, not including the table)
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2.1. List of Faculty Development Offerings. (Directions: Create a separate table for each program
type offered using the template below. Select program type in the header by placing an X in front
of the type. An example is provided below for workshops. Delete example data from the template
and fill in with your own data for each program type.)
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Program Type: 1._X_ Workshops 2. __ Longitudinal Programs 3. __ Certificate programs 4. __
Graduate Programs 5.__ Work-based Learning Programs 6. __ Consultation and Coaching 7. __
Medical Education Grand Rounds 8. __Other (Specify)______________
EXAMPLE OF WORKSHOP PROGRAM TYPE
Academic
Year
Program Type
and Number
offered
Key Content
Contact
Hours/year
Number of
Attendees
Enrolment
Criteria
2010-11
Workshops
10
Pedagogy
(Small group
discussion,
clinical
teaching,
feedback),
Assessment
(learners,
program),
curriculum
(design,
evaluation)
40 Total
Contact Hours
(10 workshops
x 4 hrs = 40)
150
Open Enrolment
2011-12
Workshops
12
Same as above
48 Total
Contact Hours
(12 workshops
x 4 hrs = 48)
200
Open Enrolment
2012-13
Workshops
15
Same as above
50 total
Contact Hours
(10 workshops
x 4 hrs = 40) +
(5 workshops x
2 hrs = 10)
282
Open Enrolment
2013-14
Workshops
40
Same as above
140 Total
Contact hours
300
Open Enrolment
824
Open Enrolment
(30 workshops
x 4 hrs = 120) +
(10 workshops
x 2 hrs = 20)
2014-15
Workshops
52
19 educational
skills
workshops
212 total
contact hours
(4 hrs x 52
workshops)
8 simulation
skills
workshops
11 clinical
teaching
workshops
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CRITERION 3: [RESOURCES & SUPPORT] THE FACULTY DEVELOPMENT PROGRAM HAS SUFFICIENT
RESOURCES TO ACHIEVE ITS MISSION, IS CONDUCTED BY FACULTY MEMBERS WITH EXPERTISE IN
FACULTY DEVELOPMENT, AND BUILDS CAPACITY BY EXPANDING THE NUMBER OF INDIVIDUALS
SKILLED IN OFFERING FACULTY DEVELOPMENT.
Sub-criterion
3.1. The school encourages and supports
faculty development by providing
resources needed to achieve goals and
sustain activity.
Evidence
Narrative description of how the school encourages
participation in faculty development and supports the
faculty development program. List the faculty
development staff and total budget for the past five
years, including sources of revenue (e.g., school
support, charges for services, grants, contracts,
other). Describe the adequacy of resources to achieve
and sustain the mission of the program and how this
has been sustained or changed over the past five
years. Describe where the program and faculty
development team fit within the school’s
organizational structure and how this location enables
the team to influence the organization. If there are
other forms of support for faculty development,
please describe.
3.2. Faculty developers possess the
requisite expertise to provide
exemplary faculty development and
receive support for their own
professional and scholarly
development.
Narrative description of the recruitment, selection and
preparation of faculty developers for their role and how
they are supported by the school to advance their own
scholarly and professional development, including
keeping up-to-date with developments in the field.
3.3. The school has systematic strategies
for building capacity for a diverse
group of future (full and/or part-time)
faculty developers.
Narrative description with an example of how the
school facilitates the building of capacity for future
faculty developers, and how it promotes the
engagement of developers from diverse backgrounds.
Enter text in support of Criterion 3. Number the paragraphs corresponding to 3.1 to 3.3
(maximum 1000 words)
Click here to enter text.
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CRITERION 4: [EVALUATION] THE FACULTY DEVELOPMENT PROGRAM ENGAGES IN ONGOING
PROGRAM EVALUATION, AND EXAMINES IMPACT ON INDIVIDUALS, ORGANIZATIONS AND,
WHERE POSSIBLE, THE WIDER COMMUNITY.
Sub-criterion
Evidence
4.1. The program engages in on-going and
systematic evaluation of the process
and impact of faculty development.
Narrative description of the evaluation system,
including types and frequency of data collected and
synthesized, and an example of how findings are
reported.
Narrative description of the impact on individuals,
programs, organizations, and where possible, the
wider community (e.g., affiliated hospitals and
clinics), with quantitative and qualitative data (e.g.
student ratings of teaching and/or student
performance assessment; recruitment of faculty
members; achievements of students and faculty
members; new faculty behaviours, roles or
responsibilities; list of educational publications and
presentations). You may place the list of publications
and presentations for the past five years in an
appendix if it exceeds the word count for Criterion 4.
4.2 The program engages in reflective
critique and quality improvement for
faculty development.
Narrative description of how on-going program
evaluation and review has been utilized to improve
program performance in the past five years.
Enter text in support of Criterion 4. Number the paragraphs corresponding to 4.1 to 4.2
(maximum1000 words)
Click here to enter text.
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CRITERION 5: [SCHOLARSHIP] THE FACULTY DEVELOPMENT PROGRAM PROMOTES EDUCATIONAL
INNOVATION AND SCHOLARSHIP IN FACULTY DEVELOPMENT.
Sub-criterion
Evidence
5.1. The program promotes educational
innovation in faculty development.
Narrative description of educational innovations
employed in faculty development during the past five
years with reference to evaluation reports and/or
publications describing innovations and associated
scholarship.
5.2. The faculty developers (and where
List of scholarly presentations and/or publications
appropriate their learners) conduct
related to faculty development in the past five years.
research related to faculty
You may place this list in an appendix if it exceeds the
development.
word count for Criterion 5.
5.3. The faculty developers advance faculty List of awards, invitations to speak and consultations
development nationally and
(e.g., to assist other institutions with faculty
internationally.
development) by faculty developers to advance faculty
development and educational practices, leadership and
scholarship locally, nationally and internationally in the
past five years. You may place this list in an appendix if
it exceeds the word count for Criterion 5.
Enter text in support of Criterion 5. Number the paragraphs corresponding to 5.1 to 5.3
(maximum 1000 words)
Click here to enter text.
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SECTION D: CERTIFICATION
Certification by Submitter:
I confirm that the information contained in this application is an accurate reflection of faculty
development at (enter name of School) Click here to enter text.
Signed:
Name of Submitter: Click here to enter text.
Role in Institution: Click here to enter text.
Certification by Dean:
I hereby give permission for this ASPIRE application and confirm that the information contained
is an accurate reflection of faculty development in our School.
Signed:
Name: Click here to enter text.
Title: Click here to enter text.
SECTION E: APPENDICES - ADDITIONAL INFORMATION/SUPPORTING DOCUMENTATION
You may wish to attach additional information relating to the sub criteria outlined above but may not
exceed five appendices. DO NOT include copies of faculty development brochures.
Appendix 1 should be the accreditation letter. You may also provide a URL for where the accreditation
evidence may be found.
Appendix 2 up to Appendix 5 may be submitted in a language other than English. However, each
appendix must be accompanied by a commentary in English (max 100 words) that summarises the
content of the material provided and how it contributes as evidence to support the case for excellence
in faculty development.
Where confidential material, for example, relating to finances is included in an appendix, this should
be clearly stated at the top of the appendix and noted in the letter accompanying the submission.
List appendices by number (1…5) and title(s).
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Please return completed form to aspire@dundee.ac.uk
Association for Medical Education in Europe (AMEE)
12 Airlie Place, DUNDEE, DD1 4HJ, Scotland, UK
Tel: +44 (0) 1382 381953 Fax: +44 (0) 1382 381987
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