DESIGNING FACULTY
DEVELOPMENT PROGRAMS FOR
PROFESSIONALISM
Yvonne Steinert PhD
McGill University
How to reference this document:
Steinert Y., Faculty Development for Professionalism. CanMEDS Train-the-Trainer Program on Professionalism. 2009.
OBJECTIVES
By the end of this session, participants will be able to:
• Describe principles and strategies for designing a
faculty development initiative for teaching and
evaluating professionalism
• Discuss the challenges inherent in developing a
faculty development program for teaching and
evaluating professionalism
• Design a faculty development initiative pertinent to
their own setting.
•
SESSION OUTLINE
• Why FACDEV?
• Common Challenges
• FACDEV for Professionalism - A Case Study
• Guidelines for Designing FACDEV Programs &
Activities
• Designing a Faculty Development Initiative
– Targeting Teachers’ Needs
– Targeting the Organizational Culture
FACULTY DEVELOPMENT
That broad range of activities institutions use to
renew or assist faculty in their multiple roles.
-Centra, 1978
FACULTY DEVELOPMENT
•... A planned program to prepare institutions and faculty
members for their academic roles - including teaching,
research, administration, writing - and career
development.
-Bland et al, 1990
•... The goal of faculty development is to teach faculty
members the skills relevant to their institutional setting
and faculty position and to sustain their vitality, both now
and in the future.
-Whitcomb, 2003
FACDEV (CONT’D)
At the individual level, FACDEV should:
• Address attitudes and beliefs
• Transmit knowledge
• Develop skills
At the organizational level, FACDEV should:
• Define a shared vision
• Create new opportunities
• Address systems issues
-Wilkerson & Irby, 1998
FOR DISCUSSION...
• Are you involved in the design and/or delivery of
faculty development activities to enhance the
teaching and/or evaluation of professionalism?
• Do you and/or your colleagues focus on individual
or organizational change?
• What faculty development strategies do you and/or
your colleagues use?
WHY FACDEV - I
• Teachers must possess and demonstrate
professionalism – and they must be able to teach it!
• Teachers believe that they are “professional” – and
that teaching professionalism is intuitive
• Professionalism must be taught and evaluated
• Professionalism must be valued by the
organization/culture
WHY FACDEV - II
• Role modeling is no longer as effective as it once
was – and yet it is key...
• Teaching professionalism is not an “add on”
• Teaching must be integrated into the clinical
setting
FACDEV CHALLENGES
. Level
Individual
Program Level
Systems Level
AT AN INDIVIDUAL LEVEL …
We must:
• Build motivation for learning
• Overcome resistance
• Make the implicit explicit
AT A PROGRAMMATIC LEVEL …
We must:
• Develop programs that focus on content and
teaching methods
• Use appropriate FACDEV formats and methods
• Focus on teaching and evaluating professionalism
• Make learning relevant and fun
COMMON FACDEV FORMATS
• Faculty retreats and/or “think tanks”
• Workshops and/or seminars
• Short courses
• One-on-one consultations
• Role modeling and/or coaching
• Self-directed initiatives
• Integrated, longitudinal programs
• Fellowships or sabbaticals
COMMON WORKSHOP METHODS
•
•
•
•
•
•
•
•
Interactive lectures
Small group discussions
Case presentations
Role plays or simulations
Films or videotape reviews
Experiential learning
Role modeling or demonstrations
Directed readings and/or independent learning
AT A SYSTEMS LEVEL
We must:
• Promote “buy in”
• Address the organizational climate and culture
• Identify opportunities for teaching and learning
• Determine the need for specialty-specific training
• Train the trainers - and facilitate dissemination
FACDEV FOR PROFESSIONALISM
A Case Study:
• The FACDEV Process
• Key FACDEV Content
• Key Methods & Materials
• Lessons Learned
THE FACDEV PROCESS
“Think tank” on
teaching
professionalism
Invitational FD
workshop on teaching
professionalism
Faculty-wide FD
workshop on teaching
professionalism
Think tank on
evaluating
professionalism
Invitational workshop
on evaluating
professionalism
FACDEV PROCESS - I
Goals
Activity
Outcomes
Think tank on
teaching
professionalism
Consensus on importance;
buy-in of leaders;
discussion of how to
get faculty “buy-in”.
Invitational FD
workshop on teaching
professionalism
Faculty wide FD
workshop on teaching
professionalism
Consensus & buy-in
of department heads and
leaders; translation of
content into terms
that can be taught.
FACDEV PROCESS - II
Goals
Activity
Outcomes
Think tank on
teaching
professionalism
Trial of ‘translated
content’ in FD workshop;
buy-in of larger group.
Invitational FD
workshop on teaching
professionalism
Faculty wide FD
workshop on teaching
professionalism
Consensus & buy-in;
development of a plan
for full FD program &
recommendations to the
Faculty; training of group
leaders for FD program.
FACDEV PROCESS - III
Goals
Activity
Outcomes
Think tank on
teaching
professionalism
Improve teaching of
professionalism; buy-in
of whole faculty.
Invitational FD
workshop on teaching
professionalism
Faculty wide FD
workshop on teaching
professionalism
Buy-in at faculty level;
spin-offs: departmental
workshops & grand rounds;
more content experts;
curriculum change.
FACDEV PROCESS - IV
Goals
Define educators’ needs for
evaluating professionalism;
identify current evaluation
strategies, develop an
approach to evaluating
professionalism.
Activity
“Think tank” on
evaluating
professionalism
Invitational workshop
on evaluating
professionalism
Outcomes
Identification of educators’
needs for evaluating
professionalism & current
evaluation strategies;
Development of an
approach to evaluating
professionalism; planning
a workshop on Evaluation.
FACDEV PROCESS - V
Goals
To develop methods for
evaluating professionalism;
to draw on educational
measurement expertise &
expertise outside medicine.
Activity
Think tank on
evaluating
professionalism
Invitational workshop
on evaluating
professionalism
Outcomes
Development of tools for
evaluating professionalism –
the “what & how” of
assessment; identification of
a pool of behaviors that
describe core attributes;
recommendations
to the Faculty.
LESSONS LEARNED - I
• FACDEV takes time
• This is a process
• We need a “common language”
• We need “buy in”
• We need “champions”
• FACDEV is more than a workshop...
KEY CONTENT FOR FACDEV
• The core content of professionalism
• Teaching methods – and the “matching” of teaching
methods to objectives
• Evaluation strategies – and the “matching” of
strategies to knowledge & behaviours
• Overcoming common problems & challenges
•
METHODS & MATERIALS
Methods:
• Interactive plenary presentations
• Small group discussions & exercises
Materials:
• Core definitions
• Case vignettes
• Organizing frameworks for learning
• Action plans
CORE DEFINITIONS
• Altruism: the unselfish regard for, or devotion to, the
welfare of others; placing the needs of the patient before
one’s self-interest.
• Self-regulation: the privilege of setting and maintaining
standards; being accountable for one's actions and conduct
in medical practices, for the conduct of one’s colleagues,
and the profession.
• Responsibility to Society: the obligation to use one's
expertise for, and to be accountable to, society for those
actions, both personal and of the profession, which relate
to the public good.
VIGNETTES FOR DISCUSSION
CASE # 1 - A senior resident asks a medical student to put in an arterial
line. The student has never seen or performed this procedure before. The
resident explains the technique, and then tells the student to proceed.
CASE # 2 - A long-time patient of yours requests a note from you
documenting a non-existent illness in order to recover cancellation penalties
from the airlines on a nonrefundable ticket.
CASE # 3 - An anesthesiologist smells alcohol on the breath of the
operating surgeon and believes he is inebriated during a late evening
emergency operation.
ORGANIZING FRAMEWORKS – I
EDUCATIONAL METHODOLOGIES
Attributes of the Healer and
Professional
Altruism
Autonomy
Caring and Compassion
Commitment
Competence
Confidentiality
Insight
Integrity and Honesty
Morality and Ethical Conduct
Trustworthiness
Openness
Presence and Accompany
Respect for the Healing Function
Respect for Patient Dignity and
Autonomy
Responsibility to the Profession
Responsibility to Society
Self-Regulation
Teamwork
Interactive
Lectures
Role
Case
Small Group
Experiential Modelling/
Role Plays/ Films/Videota
Discussions /
Discussions
Learning Demonstratio Simulations pe Reviews
Vignettes
ns
Narratives /
Portfolios
Directed
Reading /
Independent
Learning
ORGANIZING FRAMEWORKS - II
ATTRIBUTE:
ALTRUISM
Desirable Behaviors
Undesirable Behaviors
ATTRIBUTE:
SELF-REGULATION
Desirable Behaviors
Undesirable Behaviors
WHO SHOULD
EVALUATE?
WHEN SHOULD WE
EVALUATE?
ORGANIZING FRAMEWORKS - III
Attribute:
Altruism
Attribute:
Self-Regulation
Please rate the methods according to the following scale: 1 = the most desirable method; 2 = the next
best method; 3 = a potentially acceptable method.
Adapted from Toolbox of Assessment Methods© Accreditation Council for Graduate Medical Education
(ACGME) and American Board of Medical Specialists (ABMS). Version 1.1
Other
Critical
Incident
Report
Oral
Presentation
Simulated
Office Oral
Structured
Oral Exams
Clinical
Evaluation
Exercises
Portfolio
Assessment
Essay
Long/Short
Case
Examinations
Case Audit &
Chart Review
Problem
Simulations
Standardized
Patient
Video or
Audio
Assessment
OSCE
Global
Rating Scales
MCQ
METHODS OF EVALUATION
COMPLETING AN ACTION
PLAN
ACTION PLAN
Name:
University and
Department:
E-Mail Address:
Proposed Activity(ies):
1.
2.
3.
Proposed Content:
1.
2.
3.
Potential Barriers to
Implementation:
Potential Solution:
Other Comments:
LESSONS LEARNED - II
The value of:
• Defining core content
• Providing conceptual frameworks
• Enabling experiential learning
• Promoting application to own settings
•
•
PARTICIPANT FEEDBACK
This workshop:
• Provided me with a framework for further
development.
• Made me look at professionalism and my role as a
teacher in a more conscious, informed way.
• Will help re-value the profession…
LESSONS LEARNED - III
The value of:
• Promoting “buy in”
• Emphasizing the “teaching” of the competency
• Training leaders and co-leaders
• Incorporating follow-up activities/tasks
FEEDBACK (CONT’D)
I learned that:
• Professionalism can - and should be - defined and taught
explicitly, not just implicitly.
• We must address this issue first with colleagues. We must
increase our own awareness before teaching it to residents
and students.
• We need to give professionalism the attention that it
deserves
…
GENERAL GUIDELINES
• Understand the institutional/organizational culture
• Determine appropriate goals and priorities
• Conduct needs assessments to ensure relevant
programming
• Target diverse stakeholders
• Develop different programs to accommodate diverse needs
• Incorporate principles of adult learning and instructional
design
•
INSTRUCTIONAL DESIGN
Topic
Target Audience
Participant Needs
Goals and
Objectives
Evaluation
Content
Teaching
Methods and Aids
GENERAL GUIDELINES – II
• Offer a diversity of educational methods – in a variety of
settings
• When possible, incorporate activities into ongoing
programs
• Promote “buy in” and market effectively
• Incorporate relevant theoretical frameworks
• Overcome common challenges
• Remain relevant and practical
• Evaluate – and demonstrate – effectiveness
COMMON CHALLENGES
• Defining goals and priorities
• Balancing individual and organizational needs
• Motivating faculty
• Working within limited resources
• Choosing appropriate methods and formats
• Remaining relevant and practical
• Obtaining institutional support
• Evaluating effectiveness
CONCEPTUAL FRAMEWORKS
• Situated Learning (Brown, 1998)
• Principles of Adult Learning (Knowles, 1985)
• Leading Change (Kotter, 1990)
KOTTER’S FRAMEWORK - I
•
Establish a sense of urgency
– Sources of complacency must be minimized in order for
change to occur.
•
Form a guiding coalition
– A powerful team is required to implement and sustain the
process.
•
Create a vision
– Vision clarifies the direction of the change and helps to both
motivate and align key players.
•
Communicate the vision
– Those involved in the change must have a common
understanding of its goals and direction.
KOTTER’S FRAMEWORK - II
• Empower others to act on the vision
– Change requires the efforts of many
• Generate short-term wins
– Short-term wins help to fine-tune the vision, reinforce efforts
taken, and build momentum.
• Consolidate gains and produce more change
– It is essential to consolidate gains and sometimes produce
“more change” as resistance to change can undermine early
success.
• Anchor new approaches in the culture
– New approaches must be institutionalized in the culture to
assure transformation.
SMALL GROUP WORK
• Designing a FACDEV program
– Targeting Teachers’ Needs
– Targeting the Organizational Culture
• Overcoming Common Challenges
DESIGNING A FACDEV PROGRAM - I
Who is your AUDIENCE?
What are your GOALS & OBJECTIVES for this FACDEV activity/program?
What are their NEEDS?
What KEY CONTENT do you wish to
transmit?
What FACDEV FORMAT & METHODS will you use?
What FACDEV CHALLENGES do you foresee?
How will you overcome these CHALLENGES?
What RESOURCES (e.g. speakers; materials)
will you need?
How will you ensure FOLLOW-UP?
ADDITIONAL NOTES RE: IMPLEMENTATION
DESIGNING A FACDEV PROGRAM - II
1
Establish a Sense of Urgency
2
Form a Guiding Coalition
3
Create a Vision
4
Communicate the Vision
5
Empower Others to Act on the Vision
6
Generate Short-Term Wins
7
Consolidate Gains and Produce More Change
8
Anchor the Change in the Culture
CONCLUDING THOUGHTS - I
• Define core concepts
• Provide conceptual frameworks
• Enable experiential learning
• Promote application to own setting
• Start with a focus on teaching
• Coordinate with other FACDEV initiatives
• Remember that role modeling is one of the key methods for
teaching & learning...
•
CONCLUDING THOUGHTS - II
• Consider models of change...
• Work on the informal and hidden curricula
• Acquire necessary resources
• Bring about change at the systems level...
“The greatest difficulty in life is to make knowledge
effective, to convert it into practical wisdom.”
-Sir William Osler
“It goes without saying that no man can teach successfully
who is not at the same time a student.”
- Sir William Osler
THANK YOU!