IU Indianapolis ScholarWorks :: Browsing by Subject "Faculty development"

Browsing by Subject "Faculty development"

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Allies Welcomed to Advance Racial Equity (AWARE) Faculty Seminar Series: Program Design and Implementation
(Sage, 2021) Tucker Edmonds, Brownsyne; Neal, Chemen; Shanks, Anthony L.; Scott, Nicole; Robertson, Sharon; Rouse, Caroline E.; Bernard, Caitlin; Sotto-Santiago, Sylk
Introduction: In the wake of George Floyd’s murder, White faculty in our department began to express the desire to gain a greater understanding of structural racism and racial inequity. To facilitate this learning, support allyship, and mitigate the emotional labor and taxation that frequently falls on faculty of color to respond to these appeals, we developed AWARE (Allies Welcomed to Advance Racial Equity), a faculty seminar series primarily designed for and led by a majority White faculty to tackle the topics of structural racism, Whiteness, and Anti-racist action. Methods: We developed a 6-session seminar series, identifying 5 White faculty as lecturers and a cadre of Black and White volunteer facilitators, to lead 60-minute sessions comprised of lecture, facilitated small group reflection, and large group sharing, that reviewed key topics/texts on structural racism, Whiteness, and Anti-racism. Results: Attendance ranged from 26 to 37 participants at each session. About 80% of faculty participated in at least 1 session of the program. The majority of participants (85%) felt “more empowered to influence their current environment to be more inclusive of others” and were “better equipped to advocate for themselves or others.” Most (81%) felt “more connected to their colleagues following completion of the program.” Ultimately, faculty thought highly of the program upon completion with 26/27 (96%) stating they would recommend the program to a colleague. Discussion: We offer a reproducible model to improve departmental climate by engaging in the shared labor of educating our colleagues and communities about structural racism, Whiteness, and Anti-racism to create a point of entry into reflection, dialogue, and deliberate actions for change.
Building Faculty Learning Communities for Medical Education Scholarship in a Multi-Campus System: Four Years of Experience
(2024-04) Kochhar, Komal; Longtin, Krista; Wilson, Shawn; Ho, Monling; Brokaw, James; Hobson, Tara; Wallach, Paul
The Indiana University School of Medicine employs a large geographically distributed system of medical education composed of 8 regional medical campuses and the main medical campus in Indianapolis. An inherent challenge is being able to provide relevant faculty development opportunities across the state. Beginning Fall of 2019, we implemented Faculty Learning Communities (FLCs) specifically designed to develop faculty competence in medical education research. Each FLC team consisted of 4-6 medical educators engaged in a collaborative educational research project led by an experienced faculty mentor. In addition to the group work, participants were expected to attend a series of monthly seminars to build foundational skills in educational research. To date, 69 medical educators (both preclinical/clinical) have participated in 13 FLC teams. To assess participant satisfaction, surveys were administered at the mid-point and end of each FLC team’s term (68% cumulative response rate). By the end of their term, approximately half of the participants had submitted their work for publication or presentation. A successful FLC program requires strong administrative oversight and organization but can easily be replicated elsewhere.
Connecting Educators Statewide: The Role of Faculty Learning Communities in Medical Education Scholarship
(2024-11) Kochhar, Komal; Longtin, Krista; Wilson, Shawn; Ho, Monling; Brokaw, James; Hobson, Tara; Wallach, Paul
Purpose Medical educators need targeted faculty development programs to give them the skills necessary to produce educational scholarship for promotion and tenure. The Indiana University School of Medicine employs a large geographically distributed system of medical education composed of 8 regional medical campuses and the main medical campus in Indianapolis. An inherent challenge of operating such a large multi-campus system is being able to provide relevant professional development opportunities for all our medical educators across the state. Intervention Beginning the Fall of 2019, we implemented Faculty Learning Communities (FLCs) specifically designed to develop faculty competence in medical education research.1,2 All medical school faculty across our statewide system were eligible to participate. Each FLC team consisted of 4-6 medical educators engaged in a collaborative educational research project led by an experienced faculty mentor. The FLC teams met monthly via Zoom over a 2-year term to establish priorities, share ideas, distribute the workload, and produce the scholarly product(s). In addition to the group work, participants were expected to attend a series of monthly webinars to build foundational skills in educational research. Outcomes/Findings To date, 63 medical educators (both preclinical and clinical) have participated in 13 FLC teams. Each team selected their own research topic, examples of which include Pre-Clinical Instruction, Competency-Based Clinical Education, Interprofessional Education, Curriculum & Faculty Development, Mentoring, Wellness, Covid-Related Educational Initiatives, and Diversity, Equity & Inclusion. To assess participant satisfaction, surveys were administered at the mid-point and end of each FLC team’s 2-year term (68% cumulative response rate). Averaged across all teams, a majority of respondents:  Rated their FLC experience as Good to Excellent (81%)  Strongly agreed or agreed that the FLC process met their professional development needs (73%)  Were interested in participating in future FLC teams (65%) By the end of their 2-year term, approximately half of the participants had submitted their work for publication or presentation. Lessons Learned By participating in FLCs, medical educators from the regional campuses and main campus were able to effectively collaborate on projects of mutual interest. In our experience, FLCs provide a cost-effective and sustainable model for developing medical educators. Although lack of protected time may be an impediment for clinician participation, this can be partially mitigated by requiring the clinical chair’s approval before joining an FLC team. A successful FLC program does require strong administrative oversight and organization, but can easily be replicated elsewhere. References 1. Cox, M.D. Introduction to Faculty Learning Communities. In: Cox, M.D., Richlin, L., eds. Building Faculty Learning Communities. 1st ed. Wiley Periodicals; 2004:5-23: chap 1. 2. Kochhar, K., K.J. Longtin, S. Wilson, M. Ho, J.J. Brokaw, and P.M. Wallach. Implementation of Faculty Learning Communities to Support Medical Education Scholarship in a Regional Campus System. J. Reg. Med. Campuses 6: 2, 2023. https://doi.org/10.24926/jrmc.v6i2.4886
Creating a Culture of Faculty Advancement - PETM
(Office of Academic Affairs, IUPUI, 2017-11-14) Urtel, Mark; Angermeier, Lisa
Creating an Infrastructure for Professional Development and Mentoring in the School of Health and Rehabilitation Sciences
(Office of Academic Affairs, IUPUI, 2017-11-14) Dierks, Tracy; Bayliss, Amy
Curated Collections for Educators: Five Key Papers on Clinical Teaching
(Cureus, 2019-11) Quinn, Antonia; Gottlieb, Michael; Chan, Teresa M.; Nickson, Christopher P.; Mitzman, Jennifer; Natesan, Sreeja; Stehman, Christine; Young, Amanda; Messman, Anne; Emergency Medicine, School of Medicine
The ability to teach in the clinical setting is of paramount importance. Clinical teaching is at the heart of medical education, irrespective of the learner’s level of training. Learners desire and need effective, competent, and thoughtful clinical teaching from their instructors. However, many clinician-educators lack formal training on this important skill and thus may provide a variable experience to their learners. Although formal training of clinician-educators is standard and required in many other countries, the United States has yet to follow suit, leaving many faculty members to fend for themselves to learn these important skills. In September 2018, the Academic Life in Emergency Medicine (ALiEM) 2018-2019 Faculty Incubator program discussed the topic of clinical teaching techniques. We gathered the titles of papers that were cited, shared, and recommended within our online discussion forum and compiled the articles pertaining to the topic of clinical teaching techniques. To augment the list, the authors did a formal literature search using the search terms “teaching techniques", "clinical teaching", "medical education", "medical students", and "residents” on Google Scholar and PubMed. Finally, we posted a call for important papers on the topic of clinical teaching techniques on Twitter. Through this process, we identified 48 core articles on the topic of clinical teaching. We conducted a modified Delphi methodology to identify the key papers on the topic. In this paper, we present the five highest-rated articles based on the relevance to junior faculty and faculty developers. This article will review and summarize the articles we found to be the most impactful to improve one’s clinical teaching skills.
Do the benefits continue? Long term impacts of the Anatomy Education Research Institute (AERI) 2017
(BMC, 2022-11-24) Husmann, Polly R.; Brokaw, James J.; O’Loughlin, Valerie Dean; Anatomy, Cell Biology and Physiology, School of Medicine
Background: The Anatomy Education Research Institute (AERI) was held in Bloomington, Indiana in July of 2017. Previous research has shown that AERI was successful in meeting Kirkpatrick's first two levels of evaluation via positive initial reactions and learning gains identified at the end of AERI. This manuscript demonstrates continued success in Kirkpatrick levels two and three via six-month and thirty-month follow-up surveys and nine-month follow-up focus groups and interviews. Methods: Quantitative analyses were completed using Microsoft Excel (2019) and SPSS version 26 while qualitative analyses were completed for both survey responses and focus groups/interviews using thematic analyses. Results: Results demonstrate that the learning gains seen immediately post-AERI 2017 were sustained for all participants (accepted applicants and invited speakers). Qualitative results continued to demonstrate positive reactions to AERI 2017. Both quantitative and qualitative results demonstrated that the main obstacle to educational research for most participants is time, while collaboration, IRB, institutional roadblocks, and devaluing of educational research were also identified as obstacles. Conclusions: The research presented here indicates positive outcomes to Kirkpatrick Levels 1, 2, & 3 of evaluation following AERI 2017. However, substantial obstacles still exist for researchers in medical education. The need for a sustained community of practice for educational researchers was suggested as a potential buffer against these obstacles and multiple options for providing that community are discussed.
Empowering Department Chairs to Facilitate Faculty Mentoring
(Office of Academic Affairs, IUPUI, 2017-11-14) Edwards, Paul; Kowolik, Michael; Chu, Gabe; Calvert, Danielle; Hemmerlein, Scott; Kolar, N.
Faculty Learning Communities: A Collaborative Model for Professional Development of Medical Educators in our Multi-Campus System, 2019 to Present
(2024) Kochhar, Komal; Longtin, Krista; WIlson, Shawn; Ho, Monling; Hobson, Tara; Holley, Matthew; Brokaw, James; Wallach, Paul
Background The Indiana University School of Medicine employs a large geographically distributed system of medical education composed of 8 regional medical campuses and the main medical campus in Indianapolis. Medical educators need targeted faculty development programs to give them the skills necessary to produce educational scholarship for promotion and tenure. An inherent challenge of operating such a large multi-campus system is being able to provide relevant professional development opportunities for all our medical educators across the state. Objective To provide relevant professional development opportunities for all medical education faculty across our large multi-campus system statewide. Methods Beginning the Fall of 2019, we implemented Faculty Learning Communities (FLCs) specifically designed to develop faculty competence in medical education research. All medical school faculty across our statewide system were eligible to participate. Each FLC team consisted of 4-6 medical educators engaged in a collaborative educational research project led by an experienced faculty mentor. The FLC teams met monthly via Zoom over a 2-year term to establish priorities, share ideas, distribute the workload, and produce the scholarly product(s). In addition to the group work, participants were expected to attend a series of monthly webinars to build foundational skills in educational research. Results To date, 63 medical educators (both preclinical/clinical) have participated in 13 FLC teams. To assess participant satisfaction, surveys were administered at the mid-point and at the end of each FLC team’s term (68% cumulative response rate). Averaged across all teams, a majority of respondents:  Rated their FLC experience as “Good” to “Excellent” (81%)  “Strongly agreed” or “agreed” that the FLC process met their professional development needs (73%)  Were interested in participating in future FLC teams (65%) By the end of their term, about one-half of the participants had submitted their work for publication or presentation. Conclusion By participating in FLCs, medical educators from the regional campuses and main campus were able to effectively collaborate on projects of mutual interest. In our experience, FLCs provide a cost-effective and sustainable model for developing medical educators. Although lack of protected time may be an impediment for clinician participation, this can be partially mitigated by requiring the clinical chair’s approval before joining an FLC team.
Faculty Talent Development Effort: Mentoring Academy
(Office of the Executive Vice Chancellor, IUPUI., 2014-04-24) Williamson, Gail; Lavitt, Melissa; Welch, Julie; Grove, Kathy; Lees, N. Douglas; Upton, Thomas; Carpenter, Janet
IUPUI’s Strategic Plan, “Our Commitment to Indiana and Beyond,” places faculty and staff talent development among its highest priorities. The goal is to position IUPUI as an “employer of choice” through a number of actions, including improved workplace culture and communication and more robust developmental opportunities across all categories of faculty and staff. Based on feedback received during the strategic planning process, the completed implementation plan will articulate career paths for staff and faculty, identify and inventory a variety of campus resources, and provide relevant professional development opportunities. In addition, policies and procedures will be created to foster work/life balance and flexibility for IUPUI’s entire workforce. In order for IUPUI to reach the level of excellence expected in the plan, we must be assured that our investment in faculty will lead to greater success and productivity. The Mentoring Academy goals and objectives outlined below provide a means to engage faculty within each school and create a pathway for achievement of successful mentoring.

Browsing by Subject "Faculty development"

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