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Informal faculty development in health professions education: Identifying opportunities in everyday practice.
King, Svetlana M; Richards, Janet; Murray, Anne-Marie; Ryan, Vanessa J; Seymour-Walsh, Amy; Campbell, Narelle; Kumar, Koshila.
Afiliación
  • King SM; Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia.
  • Richards J; Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia.
  • Murray AM; Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia.
  • Ryan VJ; Discipline of Public Health, CMPH, Flinders University, Bedford Park, Australia.
  • Seymour-Walsh A; Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia.
  • Campbell N; Flinders Rural Health South Australia, CMPH, Flinders University, Bedford Park, Australia.
  • Kumar K; Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia.
Med Teach ; 43(8): 874-878, 2021 Aug.
Article en En | MEDLINE | ID: mdl-34062088
ABSTRACT

INTRODUCTION:

Faculty development (FD) supports health professions educators to develop knowledge, skills, and expertise. Whilst formal FD is a focus in the health professions education (HPE) literature, little is known about how FD occurs informally. We sought to identify opportunities and constraints for informal FD amongst health professions educators in the academic (university) setting and understand how they engage with these opportunities.

METHODS:

This exploratory study was conducted in one Australian university. Interviews and focus groups were conducted with undergraduate and postgraduate teachers and assessors (teachers) (n = 10); teaching team and program leaders (mid-level leaders) (n = 8); and senior (university-level) leaders (n = 2). We analysed data thematically and applied situated cognition theory.

RESULTS:

We identified three everyday educational practices that provide opportunities for informal FD in the academic

setting:

(1) applying evidence to; (2) evaluating; and (3) sharing, educational practice. Engaging with these opportunities was shaped by individuals' motivation and proactivity to engage in professional learning (effectivities) and organisational culture and structures (constraints).

CONCLUSION:

Applying evidence to, evaluating, and sharing educational practice provide valuable contexts for ongoing learning in the academic setting. Assisting educators and organisations to recognise and leverage these 'in situ' FD opportunities is vital in fostering a continuous learning culture.
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Texto completo: 1 Colección: 01-internacional Banco de datos: MEDLINE Asunto principal: Educación Profesional / Docentes Tipo de estudio: Qualitative_research Límite: Humans País/Región como asunto: Oceania Idioma: En Revista: Med Teach Año: 2021 Tipo del documento: Article País de afiliación: Australia

Texto completo: 1 Colección: 01-internacional Banco de datos: MEDLINE Asunto principal: Educación Profesional / Docentes Tipo de estudio: Qualitative_research Límite: Humans País/Región como asunto: Oceania Idioma: En Revista: Med Teach Año: 2021 Tipo del documento: Article País de afiliación: Australia