A decade of faculty development for health professions educators: lessons learned from the Macy Faculty Scholars Program.

Faculty development (FD) programs are critical for providing the knowledge and skills necessary to drive positive change in health professions education, but they take many forms to attain the program goals. The Macy Faculty Scholars Program (MFSP), created by the Josiah Macy Jr. Foundation (JMJF) in 2010, intends to develop participants as leaders, scholars, teachers, and mentors. After a decade of implementation, an external review committee conducted a program evaluation to determine how well the program met its intended goals and defined options for ongoing improvement.The committee selected Stufflebeam's CIPP (context, input, process, products) framework to guide the program evaluation. Context and input components were derived from the MFSP description and demographic data, respectively. Process and product components were obtained through a mixed-methods approach, utilizing both quantitative and qualitative data obtained from participant survey responses, and curriculum vitae (CV).The evaluation found participants responded favorably to the program and demonstrated an overall increase in academic productivity, most pronounced during the two years of the program. Mentorship, community of practice, and protected time were cited as major strengths. Areas for improvement included: enhancing the diversity of program participants, program leaders and mentors across multiple sociodemographic domains; leveraging technology to strengthen the MFSP community of practice; and improving flexibility of the program.The program evaluation results provide evidence supporting ongoing investment in faculty educators and summarizes key strengths and areas for improvement to inform future FD efforts for both the MFSP and other FD programs.

Super-Alarms with Diagnosis Proficiency Used as an Additional Layer of Protection Applied to an Oil Transport System.

In automated plants, particularly in the petrochemical, energy, and chemical industries, the combined management of all of the incidents that can produce a catastrophic accident is required. In order to do this, an alarm management methodology can be formulated as a discrete event sequence recognition problem, in which time patterns are used to identify the safe condition of the process, especially in the start-up and shutdown stages. In this paper, a new layer of protection (a Super-Alarm), based on the diagnostic stage to industrial processes is presented. The alarms and actions of the standard operating procedures are considered to be discrete events involved in sequences; the diagnostic stage corresponds to the recognition of the situation when these sequences occur. This provides operators with pertinent information about the normal or abnormal situations induced by the flow of the alarms. Chronicles Based Alarm Management (CBAM) is the methodology used in this document to build the chronicles that will permit us to generate the Super-Alarms; in addition, a case study of the petrochemical sector using CBAM is presented in order to build one chronicle that represents the scenario of an abnormal start-up of an oil transport system. Finally, the scenario's validation for this case is performed, showing the way in which, a Super-Alarm is generated.

Competency-based education: programme design and challenges to implementation.

CONTEXT: Competency-based education (CBE) has been widely cited as an educational framework for medical students and residents, and provides a framework for designing educational programmes that reflect four critical features: a focus on outcomes, an emphasis on abilities, a reduction of emphasis on time-based training, and promotion of learner centredness. Each of these features has implications and potential challenges for implementing CBE. METHODS: As an experiment in CBE programme design and implementation, the University of Michigan Master of Health Professions Education (UM-MHPE) degree programme was examined for lessons to be learned when putting CBE into practice. The UM-MHPE identifies 12 educational competencies and 20 educational entrustable professional activities (EPAs) that serve as the vehicle for both learning and assessment. The programme also defines distinct roles of faculty members as assessors, mentors and subject-matter experts focused on highly individualised learning plans adapted to each learner. CONCLUSIONS: Early experience with implementing the UM-MHPE indicates that EPAs and competencies can provide a viable alternative to traditional courses and a vehicle for rigorous assessment. A high level of individualisation is feasible but carries with it significant costs and makes intentional community building essential. Most significantly, abandoning a time-based framework is a difficult innovation to implement in a university structure that is predicated on time-based education.

Assessment challenges in competency-based education: A case study in health professions education.

There is a growing demand for health sciences faculty with formal training in education. Addressing this need, the University of Michigan Medical School created a Master in Health Professions Education (UM-MHPE). The UM-MHPE is a competency-based education (CBE) program targeting professionals. The program is individualized and adaptive to the learner's situation using personal mentoring. Critical to CBE is an assessment process that accurately and reliably determines a learner's competence in educational domains. The program's assessment method has two principal components: an independent assessment committee and a learner repository. Learners submit evidence of competence that is evaluated by three independent assessors. The assessments are presented to an Assessment Committee who determines whether the submission provides evidence of competence. The learner receives feedback on the submission and, if needed, the actions needed to reach competency. During the program's first year, six learners presented 10 submissions for review. Assessing learners in a competency-based program has created challenges; setting standards that are not readily quantifiable is difficult. However, we argue it is a more genuine form of assessment and that this process could be adapted for use within most competency-based formats. While our approach is demanding, we document practical learning outcomes that assess competence.

Three- and four-coordinate gold(I) complexes of 3,6-bis(diphenylphosphino)pyridazine: monomers, polymers, and a metallocryptand cage.

The slightly yellow polymeric complexes [Au(2)Cl(2)(P(2)pz)(3)](n), 1 x 6CHCl(3), (P(2)pz is 3,6-bis(diphenylphosphino)pyridazine) and [[Au(2)(P(2)pz)(3)](PF(6))(2)](n), 2, are prepared by the stoichiometric reaction of AuCl(tht) (tht is tetrahydrothiophene) and P(2)pz in either dichloromethane or dichloromethane/methanol, respectively. Addition of 2 equiv of AuCl(tht) to a dichloromethane solution of 1 equiv of P(2)pz generates the simple (AuCl)(2)(P(2)pz) compound, 3. Compound 3 contains nearly linear P-Au-Cl units with intermolecular Au.Au separations of 3.570 A. Au(2)I(2)(P(2)pz)(3), 4, is prepared by reacting excess NaI with 2 in a dichloromethane/methanol mixture. Characterization of 1, 2, and 4 by X-ray crystallography confirms the 2:3 gold/ligand ratio of all three complexes. The coordination polymer 1 maintains a high degree of solvation in the solid-state with three chloroform adducts hydrogen-bonded to the chloride ligand on each gold atom. These chloroform molecules are sandwiched between the two-dimensional polymeric sheets of 1. The crystal structure of 4 reveals an empty, iodide-capped metallocryptand cage with the tetrahedrally distorted gold atoms and the nitrogen atoms on the pyridazine rings directed away from the center of the cavity. No metal ion encapsulation was observed for complex 4. Complex 2 forms one-dimensional arrays of [Au(2)(P(2)pz)(2)](2+) metallomacrocycles connected to each other by a third P(2)pz ligand. The electronic absorption spectra (CH(2)Cl(2)) of 1-4 show broad, nearly featureless absorption bands that tail into the visible with pi-pi bands at 296 nm and discernible shoulders at 314 nm for 2 and 334 nm for 3. Excitation into the low energy band of 2 produces only a modest emission in solution at 540 nm (lambda(ex) 468 nm) and 493 nm (lambda(ex) 403 nm). Under identical conditions, the P(2)pz ligand also emits at 540 and 493 nm.