distance learning for health workshop: programmes of training for health managers and educators -...
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FAIMER: Strengthening health professions educationBill Burdick
Associate Vice President for Education
Ralf Rundgren Graves
Program Manager, Regional Institutes
Objectives1. Create network of health professions
educators for collaboration & support
2. Strengthen and Expand: leadership, management skills education methods
3. Create or strengthen field of health professions education (HPE)
Strategy• FAIMER Regional Institutes (FRIs) for
culturally relevant faculty development
• PHL Institute for global interaction, development of future FRI leadership
• Fellows as a force multiplier–Strengthen education units to enhance
development of other health educators–Research
Strategy• Projects as a vehicle for learning
–Application of knowledge & skills–Connection to local/ community setting–Scholarship/ Publication
• Model interactive teaching
• Extensive personal mentoring–Career, papers, meeting planning
Strengthening the FAIMER network
• Interactive residential sessions• Listservs• Support for regional meetings• Technical support for “satellite workshops”• Feature Fellows at international meetings• Co-authorship of papers• Website recognition of Fellows (faimer.org)• FRI websites (faimerfri.org)
Face to face connections
Outcomes
1. Create network of educators for collaboration and support
2. Strengthen:– leadership, management skills– education methods
3. Create or strengthen field of health professions education
Community of educators created
“FAIMER has changed the way I view medical education. I am now never alone, have access to a network of like-minded people and a wealth of knowledge.”
CMCL 2007 Fellow
Community of educators created
“Knowing so many people committed to medical education, … and can count on these people for the daily work is very good!”
Brazil 2007 Fellow
Collaboration between Fellows
Accomplishment% with
Collaboration
Presentations (N=374) 25%
Conferences/Workshops Organized (N=171) 20%
Publications (N=248) 16%
Outcomes
1. Create network of educators for collaboration and support
2. Strengthen:– leadership, management skills– education methods
3. Create or strengthen field of health professions education (HPE)
Knowledge: (retrospective pre-, post) N Pre (SD) Post
(SD)*Effect Size
International Medical Education
46 3.5 (1.3) 5.4 (0.8) 1.9
Change Theory and Management
47 3.3 (1.2) 5.4 (0.8) 2
Personal Professional Development
44 3.8 (0.9) 5.5 (0.6) 2.3
Educational Methods
46 4.6 (1.0) 5.7 (0.7) 1.5
*All differences are statistically significant (p < 0.0001)
Knowledge: (retrospective pre-, post) N Pre (SD) Post (SD)* Effect Size
Electronic Learning and Management
45 4.3 (1.1) 5.2 (1.0) 1.3
Assessment of Student Performance
45 4.1 (1.3) 5.6 (0.9) 1.5
Educational Program Evaluation
47 3.2 (1.1) 5.1 (0.8) 1.8
Project Mgmt(2003 -2005)
32 3.3 (1.1) 5.5 (0.8) 2.2
*All differences are statistically significant (p < 0.0001)
Outcomes
1. Create network of educators for collaboration and support
2. Strengthen:– leadership, management skills– education methods
3. Create or strengthen field of health professions education
Field of health professions education created
• India– Bi-annual National meeting
• Delhi (2007), Pune (2009), Vellore (2011)
– Journal• South East Asian J of Medical Education
– On-line discussion group (1200 members)• Triggered by first national meeting
Field of health professions education supported
• Southern Africa– South African Association of Health
Educationalists (SAAHE)• Leadership• Fellows participation• Workshop leaders, speakers
– African J of Health Professions Education– Moving toward diploma status– SAFRI/FAIMER: 5 NIH/ PEPFAR MEPI grants
Field of health professions education supported
• Brazil– Nationally recognized certificate for BrFRI
• Diploma for Specialization Course on Education for the Health Professions
– Association of Brazilian Medical Education• BrFRI presentations, leadership
Field of health professions education supported
• Latin America– Creation of FAIMER Regional Initiative in
Latin America (FRILA) – FRILA website– Sponsored participation as presenters in
regional conferences and workshops
Education units at Fellows’ schools (cumulative)
1975
1978
1981
1984
1987
1990
1993
1996
1999
2002
2005
2008
0
10
20
30
40
50
60
# of
Uni
ts
Impact of project (n=30 PHL Fellows)
Has ended
Ongoing but not replicated
Applied in another country
Applied in another setting
Replicated in another course
Expanded to other objectives
Incorp. as institutional policy
Incorporated into curriculum
0% 10% 20% 30% 40% 50% 60%
13%
13%
13%
23%
33%
37%
50%
57%
Projects as a vehicle for change
Response %Quality of teaching has improved 53%
More inter-departmental collaboration in education 50%
More intra-departmental collaboration in education 50%
More faculty interest in the quality of teaching 50%
Improved student performance on knowledge and outcome measures 47%
Source: Professional Development Portfolios
Response %
Assessment is more reliable and valid 40%
Curriculum is better aligned with community health needs 33%
Self-directed learning among students has increased 33%
Students demonstrate increased professionalism 33%
More faculty interest in research in education 33%
Source: Professional Development Portfolios
Projects as a vehicle for change
Fellow Publications: Based on FAIMER Project
Source: Professional Development Portfolios
Response %
Electronic-learning among students has increased 27%
Students more knowledgeable in working in community settings 27%
Faculty more knowledgeable in working in community settings 23%
More faculty teach community health professionals and workers 17%
Source: Professional Development Portfolios
Projects as a vehicle for change
FAIMER at 10
6 Institutes (PHL + 5 FRIs) 39 Countries 504 Fellows 171 workshops and conferences 248 publications (post Fellowship) 374 presentations
> 5,000 faculty in Fellow-led programs24 IFME Fellows (advanced degrees)
Objectives achieved
Create network of educators for collaboration and support
Strengthen:leadership, management skills
education methods Create or strengthen field of health
professions education
FAIMER - OU - WFME
Distance Learning Modules For Health Professions Education
COURSE STRUCTURE: 7 Themes
Self- review &
accreditation
Educational management & leadership
Open &
distance learning
Assessment Research, evaluation
& scholarshipTeaching &
learning in
medicine Curriculum design
and development
1. Standards for medical education
2. Organising a self-review
3. Gathering, analysing & presenting
evidence for self-review
4. Self-review in low resource
circumstances
5. Implementing improvements
after self-review
6. Planning an external review
7. Purposes and methods of
accreditation
8. Non-regulatory approaches to quality
assurance
Theme 1: SELF-REVIEW & ACCREDITATION
MODULES
One module =
10 weeks of study of printed
module with learning activities
1 hour per week
2 Tutor Marked Assignments
with full feedback
On-line moderated discussion
forum with Learning Adviser
+
+
+
COURSE COMPLETION
• At the end of the course, participants receive a course participation certificate
• This can be used as evidence of Continuing Professional Development (CPD) for accredited prior learning to offset a practice-based CPD certificate course at the Open University.
We held the final meeting … on curriculum development today [at Ibadan]. … in preparation for the presentation [at a national conference] in July.
It is an integrated, system-based, patient-centered, community-oriented, competency-driven curriculum. We shall start implementing it with the 2011 intake of students.
I remain ever grateful to FAIMER.
-E.Oluwabunmi Olapade-Olaopa, PHL 2002
Posted on Nigerian Medical Educators Yahoo! Group 6/18/10
Thank you!