Browsing by Subject "faculty development"
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Item Evaluation of Faculty Mentoring Practices in Seven U.S. Dental Schools(Wiley, 2019-12) Al-Jewair, Thikriat; Herbert, Amy Kristina; Leggitt, V. Leroy; Ware, Tawana Lee; Hogge, Maritzabel; Senior, Cynthia; Carr, Rebecca K.; Da Silva, John D.; Pediatric Dentistry, School of DentistryThe aim of this cross‐sectional study was to examine the faculty mentoring practices in seven dental schools in the U.S. A 34‐item survey was administered electronically to dental faculty members of all ranks, tracks, and job categories in seven dental schools using faculty listservs. Survey questions addressed current mentoring practices in which the faculty members were involved; their perceptions of those mentoring practices; their perceived characteristics of an ideal mentoring program, mentor, and mentee; perceived best practices; and respondents’ demographics. The survey was conducted from October 2017 to February 2018. A total of 154 surveys were completed (response rate 22%). Over 58% (90/154) of the respondents reported receiving no mentoring; 31.9% (49/154) said they received informal mentoring; and 9.7% (15/154) received formal mentoring. Of the 64 respondents who received mentoring, both formal and informal, 92.2% (59/64) were full‐time faculty, and 7.8% (5/64) were part‐time faculty (p=0.001). Approximately 39% of the respondents indicated that their mentoring program was not overseen by anyone and that participation was voluntary. The top three perceived benefits of mentoring were increased overall professional development, development of a career plan, and increased professional networks. The three most important characteristics of an ideal mentoring program for the respondents were a program based on the needs of the mentee, a mentor who has the desire to help the mentee, and a mentee who is eager to learn. The results of this study showed a very low level of formal or informal faculty mentoring programs in the dental schools surveyed. Future studies are needed to determine best practices and strategies to expand and enhance mentoring of faculty members.Item Findings from a mixed methods study of an interprofessional faculty development program(Taylor and Francis, 2016) Blakeney, Erin Abu-Rish; Pfeifle, Andrea; Jones, Mandy; Hall, Leslie Walter; Zierler, Brenda K.; Department of Medicine, IU School of MedicineForty faculty members from eight schools participated in a year-long National Faculty Development Program (NFDP) conducted in 2012–2013, aimed at developing faculty knowledge and skills for interprofessional education (IPE). The NFDP included two live conferences. Between conferences, faculty teams implemented self-selected IPE projects at their home institutions and participated in coaching and peer-support conference calls. This paper describes program outcomes. A mixed methods approach was adopted. Data were gathered through online surveys and semi-structured interviews. The study explored whether faculty were satisfied with the program, believed the program was effective in developing knowledge and skills in designing, implementing, and evaluating IPE, and planned to continue newly-implemented IPE and faculty development (FD). Peer support and networking were two of the greatest perceived benefits. Further, this multi-institutional program appears to have facilitated early organizational change by bringing greater contextual understanding to assumptions made at the local level that in turn could influence hidden curricula and networking. These findings may guide program planning for future FD to support IPE.Item How Physicians Draw Satisfaction and Overcome Barriers in their Practices: “It Sustains Me”(Elsevier, 2017) Branch, William T., Jr.; Weil, Amy B.; Gilligan, MaryAnn C.; Litzelman, Debra K.; Hafler, Janet P.; Plews-Ogan, Margaret; Rider, Elizabeth A.; Osterberg, Lars G.; Dunne, Dana; Derse, Arthur R.; Pittman, J. Richard; Frankel, Richard M.; Department of Medicine, IU School of MedicineObjective Major reorganizations of medical practice today challenge physicians’ ability to deliver compassionate care. We sought to understand how physicians who completed an intensive faculty development program in medical humanism sustain their humanistic practices. Methods Program completers from 8 U.S. medical schools wrote reflections in answer to two open-ended questions addressing their personal motivations and the barriers that impeded their humanistic practice and teaching. Reflections were qualitatively analyzed using the constant comparative method. Results Sixty-eight physicians (74% response rate) submitted reflections. Motivating factors included: 1) identification with humanistic values; 2) providing care that they or their family would want; 3) connecting to patients; 4) passing on values through role modelling; 5) being in the moment. Inhibiting factors included: 1) time, 2) stress, 3) culture, and 4) episodic burnout. Conclusions Determination to live by one’s values, embedded within a strong professional identity, allowed study participants to alleviate, but not resolve, the barriers. Collaborative action to address organizational impediments was endorsed but found to be lacking. Practice implications Fostering fully mature professional development among physicians will require new skills and opportunities that reinforce time-honored values while simultaneously partnering with others to nurture, sustain and improve patient care by addressing system issues.Item How the distinctive cultures of osteopathic and allopathic medical schools affect the careers, perceptions, and institutional efforts of their anatomy faculties: A qualitative case study of two schools(Wiley, 2015-11-01) Brokaw, James J.; Byram, Jessica N.; Traser, Courtney J.; Arbor, Tafline C.; Department of Anatomy & Cell Biology, IU School of MedicineAnatomy faculties are integral to basic science instruction in medical schools, particularly given the preponderance of anatomic instruction in the preclinical curriculum. Recent years have witnessed major curricular restructuring and other emerging national trends that pose significant challenges to anatomists. An examination of anatomy faculty perceptions at two philosophically distinct medical schools within this shifting climate provides an indicator of how different institutional characteristics may impact anatomy instruction and other faculty responsibilities. Semistructured interviews of anatomy faculty from a large, well-established allopathic medical school (Indiana University School of Medicine) and a small, new osteopathic medical school (Marian University College of Osteopathic Medicine) were explored using qualitative thematic analysis. Four overarching themes were identified: (1) Institutional philosophies, such as affiliation with osteopathic versus allopathic medicine, have minimal impact on how the anatomical sciences are taught. (2) Differences in anatomy faculty experiences at these two institutions are largely driven by the institution's size and history. There is a disparity between institutions in the relative importance of teaching and research, but an ability to do research is important for both faculties. (3) Anatomy instruction and research agendas are driven by personal philosophies and interests rather than institutional philosophy. (4) Autonomy is highly valued by anatomists at both institutions. All the participants share a devotion to educating future physicians. In fact, this study identified more similarities than differences in these two faculties. Finally, we argue that shared educational resources and research collaborations can improve anatomy education and faculty development at both institutions. Anat Sci Educ. © 2015 American Association of Anatomists.Item The Integrating Community Engaged Learning through Ethical Reflection (ICELER) Faculty Learning Community Theory of Change and Learning Goals, Years 1-4(Stem Education Innovation & Research Institute and the IUPUI Center for Service and Learning, 2022-09-04) Price, Mary F.; Coleman, Martin A.; Fore, Grant A.; Sorge, Brandon H.; Hahn, Tom; Sanders, Elizabeth; Nyarko, Samuel Cornelius; Hatcher, Julie A.This document presents the final ICELER theory of change, including annually generated FLC goals that were part of a multi-year institutional transformation grant #1737157 entitled Institutional Transformation: Enhancing IUPUI STEM Curriculum through the Community-Engaged Learning and Ethical Reflection Framework (I-CELER)Item An Introduction to the Integrated Community-Engaged Learning and Ethical Reflection Framework (I-CELER)(ASEE, 2018-07) Fore, Grant A.; Hess, Justin L.; Sorge, Brandon; Price, Mary F.; Coleman, Martin A.; Hahn, Thomas William; Hatcher, Julie Adele; Technology and Leadership Communication, School of Engineering and TechnologyCultivating ethical Science, Technology, Engineering, and Mathematics researchers and practitioners requires movement beyond reducing ethical instruction to the rational exploration of moral quandaries via case studies and into the complexity of the ethical issues that students will encounter within their careers. We designed the Integrated Community-Engaged Learning and Ethical Reflection (I-CELER) framework as a means to promote the ethical becoming of future STEM practitioners. This paper provides a synthesis of and rationale for I-CELER for promoting ethical becoming based on scholarly literature from various social science fields, including social anthropology, moral development, and psychology. This paper proceeds in five parts. First, we introduce the state of the art of engineering ethics instruction; argue for the need of a lens that we describe as ethical becoming; and then detail the Specific Aims of the I-CELER approach. Second, we outline the three interrelated components of the project intervention. Third, we detail our convergent mixed methods research design, including its qualitative and quantitative counterparts. Fourth, we provide a brief description of what a course modified to the I-CELER approach might look like. Finally, we close by detailing the potential impact of this study in light of existing ethics education research within STEM.Item Online Program Director Toolbox(2020-03-06) Leveque, Emilie; Cico, Stephen JohnItem Promoting the work of librarians through the Academic Pediatric Association Educational Scholars Program(2020-08-18) Whipple, Elizabeth C.; Paul, Caroline R.; Hobson-Rohrer, Wendy L.Background The Academic Pediatric Association Educational Scholars Program is a 3-year national faculty development program for pediatricians. This program is designed to aid junior faculty early in their academic careers, with each scholar creating and completing a scholarly project to build their skills and a niche in educational scholarship and leadership. In 2014, a medical librarian and two pediatric educators collaborated to conceive, create and design a new module centering on the topic of literature searching. The module provides the junior faculty scholars with fundamental skills to conduct their projects. Description As an entrée into understanding the place of a project in the literature, the module authors created a new rubric to evaluate the quality of a manuscript’s introduction, background, and reference sections. The authors created and narrated six narrated videos: 1) Turning Your Research Question/Project into Concepts, 2) Controlled Vocabulary, 3) Keyword Searching (MESH), 4) Inclusion and Exclusion Criteria, 5) Medical Education Databases and 6) Getting to the Full Text. After viewing the videos and completing a consultation worksheet, participants scheduled a meeting with their local medical librarian for further help with the development of their project. Next, participants viewed three videos focused on understanding the impact of their scholarly work (Impact Factors, H-Index and Citation Counts, Altmetrics, and Educational scholarship and promotion). Finally, scholars performed a guided reflective critique of their scholarship moving forward. Conclusion Currently, three cohorts of junior faculty scholars have completed the course. The rubric aided participants to be objective when evaluating papers and provides a tool for use in future manuscript evaluations. While the videos provided context and content, the scholars repeatedly mentioned the most valuable part of this module being the actual meeting with their local medical librarian. The librarian taught the junior faculty about specific databases and nuances of searching, making writing an introduction more manageable. Several participants now consider their librarians as part of “their team” and are working for future collaborations in publishing together.Item Psychiatry Teacher’s Guide: A Web-Based Resource for Faculty Development(2024-04-26) Upshaw, Landon; Smith, Alyssa; Giust, JulianneDeveloping effective faculty development resources for community-based preceptors is often limited by cost, adoption, and administrative pitfalls. With the community-based preceptor model being adopted by medical schools nationally, effective faculty development initiatives must be efficient and worthy of preceptors’ time. Studies have shown that preceptors value convenience, flexibility, and timely content. Avenues utilized by medical school administrations in distributing faculty development include podcasts, online modules/quizzes, instructional videos, and online discussion boards. Given the size of Indiana University School of Medicine (IUSoM) and its training sites across the state, flexibility, cohesion, and efficiency are especially prioritized for faculty development. With these characteristics in mind, the IUSoM psychiatry clerkship team developed the Psychiatry Teacher’s Guide in a PDF book format and interactive Canvas webpage. The Psychiatry Teacher’s Guide aims to improve three main areas: increase active learning in the clinical setting, increase NBME engagement and preparation for shelf exams, and ensure quality summative and formative evaluation of clerkship students. The Psychiatry Teacher’s Guide was distributed via email to all preceptors who oversee third-year medical students during their psychiatry clerkship rotation, including faculty, residents, and fellows. The Psychiatry Teacher’s Guide content was synthesized into four chapters: clerkship updates, teaching pearls, final clinical evaluations, and mentoring/letters of recommendation. Following the distribution of the Psychiatry Teacher’s Guide, a post survey was sent to preceptors. The survey consisted of multiple choice (including Likert-scale questions) and open-ended questions. Participation in the survey was anonymous and voluntary. Results from the survey were analyzed as part of our quality improvement efforts and in the analysis of the Guide’s usefulness. This study was approved by the institution’s IRB under exempt status. The Teacher’s Guide was distributed to 270 psychiatry preceptors at IUSoM in September 2023, and the survey link was distributed to those actively serving as preceptors (n=255) in October 2023. Results (n=28) are promising and show that 90% of respondents are “Somewhat Likely” or “Extremely Likely” to implement concepts learned in the Teacher’s Guide into their teaching practices. Additionally, 75% of respondents “Somewhat Agree” or “Strongly Agree” that the Teacher’s Guide has helped them identify gaps in their teachings and methods they can use to improve. We aim to discuss the design, development, implementation, and distribution of the Psychiatry Teacher’s Guide in the psychiatry clerkship at IUSoM. We will share results from our survey and data collected by Canvas to highlight the most valued resources shared in our form of faculty development. We will also discuss the next steps in the improvement of the Psychiatry Teacher’s Guide and the ways in which it can be a sustainable piece of faculty development and valuable reference tool for preceptors.Item Robert Wood Johnson Foundation Nurse Faculty Scholars program leadership training(Elsevier, 2017) Campbell, Jacquelyn C.; McBride, Angela Barron; Etcher, LuAnn; Deming, Katie; IU School of NursingBackground The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing shortage via development of the next generation of national leaders in academic nursing. Purpose The leadership training combined development at the scholar's home institution with in-person didactic and interactive sessions with notable leaders in nursing and other disciplines. Methods A curriculum matrix, organized by six domains, was evaluated quantitatively and qualitatively. Discussion What set this program apart is that it immersed junior faculty in concerted leadership development with regard to all aspects of the faculty role so that teaching interactively, making use of the latest in information technology, giving testimony before a policy-making group, participating in strategic planning, and figuring out how to reduce the budget without jeopardizing quality were all envisioned as part of the faculty role. Conclusion The domains covered by this program could easily be used as the framework to plan other leadership-development programs for the next generation of academic leaders