Michelle Daniel, MD, FACEPPreetha Basaviah, MD, FACP, FHM

Deborah J. Ziring, MDJulie Scott Taylor, MD, MSc

Background Challenges (large group discussion) Solutions (breakout sessions) Large group discussion of best practices Future directions: Envisioning DOCS role in

developing resources and best practices…

Challenges

Faculty Development:

“The enhancement of educational knowledge and skill of faculty members so that their educational

contributions can extend to advancing the educational program rather than just teaching within

it.”

Rubeck RF, Witzke DB. Faculty Development: A field of dreams. Acad Med. 1998 Sep;73(9 Suppl):S32-7.

M.D.M.D.

Time Money

Critical to recruitment and retention

Content Beyond Interview and Physical Diagnosis Skills

Standardization (of instruction, grading…) Rapidly advancing technology Keeping up with EBM Distance Logistics

Some common challenges in both groups ◦ i.e. time and money

NEGEA: list of challenges specific to clinical preceptors and classroom teachers

Let’s add to it together (large group)

Focus on solutions (breakout sessions)

Large # individuals: How do you get them together – distance / logistics?

How do you recruit and retain preceptors given ambiguous or non-existent rewards / incentives? You need to get beyond the “warm body” problem for meaningful FD to occur.

How do you ensure knowledge of course curriculum? ◦ How do you ensure material is consistent from

classroom to bedside (i.e. teach in class not to listen through clothing, yet preceptors do this frequently.)

How do you get them to “buy in” to the idea of needing FD to improve their teaching skills? ◦ How do you accommodate heterogeneity of knowledge

and skills?◦ How do you build self-confidence in lesser used skills?◦ How do you ensure they are teaching to the

appropriate learner level (RIME framework?) ◦ Need to learn to effectively give and receive feedback.◦ Need to learn to teach different learning styles (VARK.)

Digital divide between many preceptors and more tech savvy students.

Ambiguous or non-existent incentives / rewards How do you effectively facilitate a small groups How to develop presentation / interactive

“lecture” skills How do you control for, but also maximize

productivity associated with a heterogeneity of experience, teaching style, & interests?

How to give effective formative / summative feedback and evaluations?

How to deal with problem learners?

Recruitment ◦ Network and communicate with department chairs◦ Promote non-$ benefits (faculty appt, CME, library / athletic

facility access…) ◦ Use senior medical students, standardized patients, and

allied health professionals for teaching certain skills

Retention◦ Document faculty contribution for promotion◦ Teaching awards◦ Mentoring, meaningful faculty development◦ Work with department chairs & deans on payment issues*

*Via DOCS, demonstrate a national standard for reimbursement

DOCS role in developing FD resources and best practices?

How can DOCS best help you with FD?◦ Email list / contact / networking◦ Centralized website with resources◦ Contribute your best FD solutions centrally to

post!

Goal: next 1-2 years = white paper for FD (volunteers?)

Regionally◦ CGEA: March 21-23, Cincinnati, OH◦ NEGEA: April 12-13, NYC, NY◦ SGEA: April 18-21, Savannah, GA ◦ WGEA: May 4–7, Irvine, CA

http://www.learning-theories.com/ (overview of adult learning theories) http://www.practicalprof.ab.ca/ (clinical teaching focus – one minute

preceptor, SNAPPS, effective questioning, observation and feedback techniques)

http://depts.washington.edu/toolbox/toc.html (a toolbox for medical educators)

http://www.faculty.londondeanery.ac.uk/e-learning (do on your own time modules)

http://somis.umh.edu/talent/index.asp (designed for residents and physicians with teaching roles)

http://www.teachingphysician.org/ (requires subscription) http://www.med.unc.edu/epic/ (expert preceptor interactive curriculum) Steinert Y, Mann K, et al. A systematic Review of Faculty Development

Initiatives Designed to Improve Teaching Effectiveness in Medical Education. Med Teach. 2006 Sep; 28(6): 497-526.

Teaching Medicine Series (6 books) by the American College of Physicians