. .

International Conference “Healthcare Management and Medical Education –

2012”

Madalena Patrício

Rethinking Faculty Development

An Excellent school can be recognised by how it

Recruits, Retains, Re-energises,

Recognises & Rewards its teachers

To be a ‘top medical School’ and a ‘top teacher’ To be a ‘top medical School’ and a ‘top teacher’

‘ ‘Teachers & Teaching’ : topics high in the Teachers & Teaching’ : topics high in the medical education agendamedical education agenda

Faculty Development in practiceFaculty Development in practice

The role of a Department of Medical Education The role of a Department of Medical Education

ConclusionsConclusions

Overview

Schools & Staff are living

exciting challenging times

No doubt we all want to be a “TOP medical

school”

But what do we mean by a “TOP medical school?

Harvard Medical School

Is there such a thing as a Top Medical School?

There is no such thing as There is no such thing as ‘curriculum development’ ‘curriculum development’

only only ‘staff development’.‘staff development’.

YES NOor

At the Saudi Society for Medical At the Saudi Society for Medical Education Meeting in Jizan, April 2010Education Meeting in Jizan, April 2010

Harden RM gave a provocative

talk

There is no such thing as ‘curriculum development ‘

only

‘Staff Development ‘

Presentation on the “5 Rs”

RecruitsRetains

Re-energisesRecognises

Rewards

WHY is investment WHY is investment in teachers so in teachers so

importantimportant

Whitcomb, ME Academic Medicine, 2 0 0 3

Medical schools must appreciate their teachers

They must invest in activities to optimize staff performance

This is a challenge medical schools must not fail to meet

Teaching as the “key” ingredient

Teaching a high topic in Medical Education agenda

AMEE 2012 Sessions dedicated to teaching/teachers

8 Short Communication sessions 7 Poster sessions 6 Workshops 2 Symposia

The importance of ‘TEACHING’ is recognised in International Conferences such as AMEE

But what do we But what do we mean by being a mean by being a

‘good teacher’‘good teacher’

When recruiting and retaining teachers

medical schools must take into account

the 12 Roles of the Teacher

Medical schools must value Teaching Competencies & Qualities

other than content & research

What can make the What can make the difference in faculty difference in faculty

development development

CHOICECHOICE

GROWTHGROWTHIMPACTIMPACT

LEADERSHIPLEADERSHIP

Let’s have a look at the values Let’s have a look at the values of a top world entreprise.of a top world entreprise.

Let’s learn from them Let’s learn from them

Faculties should Faculties should

invest in other invest in other R’R’ss

Recreate an environment for exceptional teachers

Medical Schools

Recreate a spirit of partnership

and institutional belonging

Rebuild confidence and relationships based on trust

Reinvigorate teachers’ development

and innovation Reinvest in teachers’ independence and

empowerment

Reinstall a progress policy “up or out”

Recreate an environment for exceptional teachers

Medical Schools

Performance measured purely on

the merit of one’s contributions

Medical Schools

Rebuild confidence and relationships based on trust

Promoting the truth as staff see it.

Medical Schools

Revigorate teachers’ development and

innovation

Provide opportunities for teachers’ growth as

professionals and as people

Medical Schools

Reinvest in teachers’ independence and

empowerment

Promote a culture where staff remain independent and be able

to express disagreement

Medical Schools

Operate as one firm: same standards, same

ethics, same team

Recreate a spirit of partnership and

Institutional belonging

Medical Schools

Reinstal a progress policy “up or out”

Promote teachers based on performance

How to approach How to approach faculty development faculty development

Faculty is not a luxury

Outcomes should be realistic

Sustainable faculty development needs a Medical Education Department

Small is beautiful

Setting up DEPARTMENTUNIT

OFFICE

DIVISION

CATHEDRA

???

Create a Vision

Promote Change

Support teachers & Teaching

DME

Main Goals

Service Provision

Research

Medical Education Departments across the world are supporting medical

schools regarding staff development

Their developmental programs are all different

Medical Education conferences Medical Education conferences

Medical Education litterature Medical Education litterature

Medical Education coursesMedical Education courses

Medical Education on-line facilitiesMedical Education on-line facilities

... Etc...... Etc...

There is no a ‘Best’ programme

Medical schools commited to their teachers’ growth offering different

opportunities

Different designs & formats

It is important to notice that ...

staff development is a result of individual commitment, is must be a

personal agenda...

What can teachers What can teachers gain from courses, gain from courses,

masters,workshops masters,workshops

Let me share with you the feedback received from Let me share with you the feedback received from master students 13 years after they attended master students 13 years after they attended

a Master Course in Medical Educationa Master Course in Medical Education

Graduation Ceremony in Cardiff , UK 20 Master Students

all MDs, 17 PhDs, different backgrounds

Master Course in Medical Education A joint initiative from the

University of Lisbon & University of Wales

I discovered Medical Education as a “Science”

I learn how to communicate

I am now aware of the need for

permanent self -evaluation

permanent feedback

being available to my students

Feedback 13 years after a Master Course in Medical Education

I learnt to teach my students

“How to think” and I discovered

that to be seen as “a good teacher ”

is not enough

I learnt to teach my students

“How to think” and I discovered

that to be seen as “a good teacher ”

is not enough

It was and it is still determinant in my participation in the faculty

Medical Education is not just “intuition & some skills” ... Medical Education is a science

The group of master students become a group of fellows who speak a common language and make things happen in the school

I gained the power of intervention

at the faculty reforms and

as the Coordinator of the

Department of Surgery

I gained the power of intervention

at the faculty reforms and

as the Coordinator of the

Department of Surgery

Feedback 13 years after a Master Course in Medical Education

GMC

AMEE Guide

Adopt a collaborative approach

Identify Internal and External Drivers

Perform needs analysis

What about ‘rewards’ as ‘external drivers’

““ ““

I have mixed feelings about merit pay. I have mixed feelings about merit pay.

Merit pay can be an incentive, but there’s a danger Merit pay can be an incentive, but there’s a danger in terms of what criteria are used to determine who in terms of what criteria are used to determine who gets merit pay and for what reasons. gets merit pay and for what reasons.

There needs to be an open series of conversation There needs to be an open series of conversation about WHAT would constitute meritorious teaching about WHAT would constitute meritorious teaching and HOW one would assess that.and HOW one would assess that.

“Cindy Reed, EdD, Professor of Educational Cindy Reed, EdD, Professor of Educational Foundations, Leadershp & Technology at Auburn Univ.Foundations, Leadershp & Technology at Auburn Univ.

TRANSPARENCYRIGOR

The danger is to assess what is easier to assess rather than the key ingredients of teaching which

may be more difficult to assess. 

A system to evaluate teaching is crucial

Triangulation is essencial

Give voice to students, teachers and other stakeholders

Should faculties Should faculties invest on ‘leaders’ invest on ‘leaders’

or just on ‘teachers’or just on ‘teachers’

Give power to teachers .... Let them challenge the way faculty should go ahead

Internal needs and motivations are some of the driving forces that compel individuals to become leaders

Educate “Champions” as teachers leaders

How can schools How can schools make the differencemake the difference

1. Outcomes of graduates

2. Standards for the delivery of

teaching,learning and assessment

Transparent objectives

Institutional support

Not threatening

Having an attitude of “Seduction”

Not only a “Top down” structure

But also a “Bottom up” structure

“Ownership” of other units

“Collaboration”

Critical Factors

AMEE Guide 28

Having “power” to implement change

Multiprofessionalism / Range of expertise

“Not distracted” from important activities

Investment should be made in what can be changed

Investment in what is useful to practice

Critical factors

Giving students a voice is crucial

... “ Perhaps the concept should not be staff development of teaching skills but staff & students development of teaching and learning skills”

Involving students adds impact

What is AMEE doing AMEE is there to help

AMEE Courses

BEST EVIDENCE MEDICAL EDUCATION

www.bemecollaboration.org

A systematic review of faculty development initiatives

designed to improve teaching effectiveness in medical education

Steinert et al, 2006

BEME Guide No. 8.

- increased knowledge of educational principles and gains in teaching skills

- positive changes in attitudes toward faculty development and teaching

Resuls of faculty initiatives

- high satisfaction with programs

AMEE GUIDES

An online world platformAn online world platformto support teachersto support teachers

Sharing resources and expertise Sharing resources and expertise in Medical Education no matter in Medical Education no matter

where & when where & when

An online world platformAn online world platformto support teachersto support teachers

Sharing resources and expertise Sharing resources and expertise in Medical Education no matter in Medical Education no matter

where & when where & when

MedEdWorldMedEdWorld

www.mededworld.org

Bank of learning resources

Webinars for teachers

Forums and Special Groups

Keep up-to-date

MedEdWorld Publisher

A powerful tool

Recognising education Recognising education excellence of a medical schoolexcellence of a medical school

The ASPIRE initiative

Launched at AMEE 2012Lyon, France

An initiative to encourage and reward excellence in Medical Education

The objective is not only to ‘recognize’ and ‘reward’ but also to ‘offer role models’

Three areas as a focus for the assessment of excellence

Aspire_ Excellence_ Submissions

assessment in the school

student engagement in the school

social responsibility & accountability

Faculty Development

is a possible area for ASPIRE

Recruit Retain Re-energise Recognize Reward Reinforce Recreate Rebuild RevigorateRe-empower

Conclusions

The point of my presentation ...The point of my presentation ...

Curriculum developmentCurriculum development

is important but just as important or even more is important but just as important or even more important and relatively negleted is the important and relatively negleted is the

role and importance of role and importance of the teacherthe teacher

Harden, RM 2010

How medical schools recruit ,

retain,

re-energise,

recognize,

reward,

re-enforce teachers

are a measure of what Medical Schools

value in medical education

The Rs are examples of measurable key

elements for excellence in top

medical schools

Medical Schools Medical Schools crossing the bridge crossing the bridge

towards Excellence …towards Excellence …

Faculty development Faculty development as a major pillaras a major pillar

Schools & Staff are living

exciting challenging times EXCELLENCE

is (above all) an attitude

THANKS

patricio@fm.ul.pt