Educational Models
Models that Work: The Nuts and Bolts of Faculty Development
For General Internal Medicine,Family Medicine and General Pediatrics
December 2 - 4, 1998
U.S. Department of Health and Human Services
Health Resources & Services Administration
and The Academic Pediatric Association
INTRODUCTION AND OVERVIEW
Models that Work: The Nuts and Bolts of Faculty Development for General Internal Medicine, Family Medicine, and General Pediatrics Conferences was held in Orlando, Florida December 2-4, 1998. The Conference was funded by the Health Resources Services Administration and administrated through the Academic Pediatric Association. The conference was the third in a series of conferences sponsored by the Division of Medicine to address an emerging crisis among medical schools: the shortage of faculty to teach primary care and their need for continuing education, training, and support.
The first two conferences had explored the changing characteristics of faculty required to train the physicians of the future and the need for restructuring and reengineering academic medical organizations. The evaluations from those conferences indicated that attendees wanted practical information and skills that would enable them to begin to address their institutions' faculty development needs. In response to those evaluations, a follow-up conference was conceptualized in which attendees could learn about successful programs that prepared faculty in the primary care medical disciplines.
The purpose of the Models that Work Conference was to provide teams of administrators and educators with a basic knowledge of the types of programs to develop faculty that have been successful and to assist them with conducting assessments so that they could choose the model most appropriate to their own institutions. Additionally, the program was designed to impart basic skills in administration and education related to the various models of faculty development and to provide a forum for discussion between experts and attendees.
The purpose of this manual is to provide resource materials that were developed for the conference. Included are conceptual papers, descriptions of four models of faculty development, materials on conducting institutional needs assessments, and summaries and handouts from the administrative and educational skills workshops.
One aspect of this conference that was different from any other that HRSA had undertaken in faculty development was an experiment in distance-based learning. A video teleconference was conducted 6 weeks prior to the meeting with the purpose of trying to help institutions conduct needs assessments prior to participation in the conference at Orlando. Approximately 38 institutions across the United States participated. Materials on preparation for the video conference, as well as materials and references for conducting a needs assessment, are included in this manual.
As Clyde Evans succinctly stated in his keynote address: "We will definitely need faculty in the 21st century. Without faculty there would be no one to teach the next generation of physicians, no one to find cures for disease, no one to care for those suffering the burdens of illness. But that implies the need to develop, train and nurture those faculty needed in the future...Academic medicine is in the midst of deep paradigm shifts and is experiencing transformational forces. As a result, life in academic medicine is no longer what it used to be and is still not yet what it will become."
In the context of a rapidly changing environment, the need for continuous training of our faculties is greater than ever, as are the challenges of providing both the methods and the resources for it. The presenters at the conference have generously given of their thoughts, creativity, talents, time, and their efforts in providing the materials presented in this manual. We hope that they will be a useful contribution in our struggle to support the academic missions of our
medical faculty.
Project Director
Editor
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TABLE OF CONTENTS
SECTION I
-
CONCEPTUAL FRAMEWORK FOR FACULTY DEVELOPMENT
- Academic Health Centers for the 21 st Century: Will we have the faculty we need?
Clyde H. Evans, Ph.D
-
Effective Approaches to Faculty Development
Carole J. Bland, Ph.D.
-
Faculty Development Organizational Options
Robert D'Alessandri, M.D.
-
Evaluating Educational Scholars Programs and Publishing the Results
Constance C. Schmitz, Ph.D.
- SUCCESSFUL MODELS OF FACULTY DEVELOPMENT
- Faculty Development Through Workshop/Seminars
Thomas G. DeWitt, M.D.
- Successful Models of Faculty Development Train the Trainer Model
Kelly Skeff, M.D., Ph.D. - An Integrated Local Approach to Faculty Development
Deborah E. Simpson, Ph.D. - On-Site/Off-Site Model of Faculty Development
William Anderson, Ph.D. - Successful Models of Faculty Development Institutional/Organizational Approach
Dan E. Benor, M.D. - ASSESSING INSTITUTIONAL NEEDS FOR FACULTY DEVELOPMENT
- Distance Based Learning/Videoteleconference
Carole Bland, Ph.D. and Wendy VanLoy, Ph.D. -
WORKSHOPS - Educational Strategies : Selecting appropriate educational strategies for teaching in outpatient settings.
- Arrows in the Quiver: Models for Teaching in the Ambulatory Setting
Richard Sarkin, M.D. and LuAnn Wilkerson, Ed.D.
- Teaching in the Outpatient Department II
Judith L. Bowen, M.D., F.A.C.P. - Effective and Efficient Strategies for Teaching in the Ambulatory Setting
David Irby, Ph.D. - Educational Strategies: Developing and Implenting Curricula
- Teaching Faculty to Find and Adapt Existing Curricula
Constance D. Baldwin, Ph.D.
- Teaching Faculty to Find and Adapt Existing Curricula
- Educational Strategies : Incorporating new technologies and new learning methods into their teaching.
- Teleconferencing/Distance Based Learning: What it takes, How to do it
Karin Kirtchoff, Ph.D., R.N. - Computer Learning/Web-Sites
Linda A. Jorn - Teaching Faculty Problem Based Learning
Maurice A. Hitchcock, Ed.D. - Administrative/organizational Strategies: Selecting appropriate structures for organizing their institutions' Educational Scholars Programs.
- Creating Administrative Structure for: Train the Trainer Models
Kelly Skeff, M.D., Ph.D. - Creating Administrative Structure for: On-Site/Off-Site Models
William Anderson, Ph.D. - Organizing Longitudinal Faculty (Community Preceptor) Development
Programs to Meet Your Institutional Needs"
Deborah E. Simpson, Ph.D. and Mark E. Quirk, Ed.D.
- Administrative/organizational Strategies : Recruiting and training community faculty to teach medical students, residents and fellows in the generalist medical disciplines.
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Consistency of Expertise in a Decentralized Primary Care Teaching Network
Joseph Hobbs, M.D.
- Building Community Faculty: Lessons Learned from the Texas Experience
William K. Mygdal, Ed.D.
SECTION II
-
Introduction and Overview of Content
Lucy M. Osborn, M.D., M.S.P.H. - Distance-Based Consulting for Faculty Development
Carole Bland, Ph.D., Wendy VanLoy, Ph.D., and Lisa Wersal, M.A.
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