An Evaluation of Faculty Development Programs for Clinician-Educators: A Scoping Review.

PURPOSE: Faculty development (FD) has become increasingly important for clinician-educators. An array of FD programs has been developed, but the impact of these programs on clinician-educators and their learners and workplace is less known. The authors conducted a scoping review to explore the status of program evaluation in FD for clinician-educators to inform future planning and research. METHOD: Five databases were searched for articles published from January 1998 to August 2018 using Arksey and O'Malley's framework and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Studies that described evaluation methods and outcomes of FD programs for clinician-educators were included. Data were collected and organized according to program domain (teaching, research/scholarship, leadership, or a combination of skills). A modified version of the Kirkpatrick model was used to compare results among studies. RESULTS: From a total of 2,091 articles, 1,095 were eligible for full review, and 31 met the inclusion criteria. Seven programs targeted only teaching skills, 3 research/scholarship skills, 7 leadership skills, and 14 a combination of skills. Eighteen programs required the completion of a project; fewer offered fellowships, master's degrees, or certificates. Participant surveys were the most common evaluation method across all domains. Often used metrics included participant satisfaction and self-reported knowledge, skills, behavior changes, scholarly output, and leadership positions. Less common evaluation methods included learner and peer evaluations, interviews, and focus groups. Change at the institutional level was evaluated in 11 programs. CONCLUSIONS: Program evaluation remains an underdeveloped area in FD for clinician-educators. Developers expend significant effort on program design and implementation but approach evaluation less purposefully. Rigorous metrics that align with program goals and are used longitudinally are needed to accurately assess the impact of FD programs on participants and their learners, workplace, and institutions at large.

The Vanderbilt O'Brien Kidney Center.

The Vanderbilt O'Brien Kidney Center (VOKC) is one of the eight National Institutes of Health P30-funded centers in the United States. The mission of these core-based centers is to provide technical and conceptual support to enhance and facilitate research in the field of kidney diseases. The goal of the VOKC is to provide support to understand mechanisms and identify potential therapies for acute and chronic kidney disease. The services provided by the VOKC are meant to help the scientific community to have the right support and tools as well as to select the right animal model, statistical analysis, and clinical study design to perform innovative research and translate discoveries into personalized care to prevent, diagnose, and cure kidney disease. To achieve these goals, the VOKC has in place a program to foster collaborative investigation into critical questions of kidney disease, to personalize diagnosis and treatment of kidney disease, and to disseminate information about kidney disease and the benefits of VOKC services and research. The VOKC is complemented by state-of-the-art cores and an education and outreach program whose goals are to provide an educational platform to enhance the study of kidney disease, to publicize information about services available through the VOKC, and to provide information about kidney disease to patients and other interested members of the community. In this review, we highlight the major services and contributions of the VOKC.

What Do We Know About Formal Leadership Courses and Their Effects?

In this chapter, the authors review and critique the existing evidence supporting current leadership education pedagogical practices and their effects on student leadership development. They conclude with a series of suggestions for increasing deliberate practices in formal courses designed to improve leadership education.

Cuestionario de satisfacción con las capacitaciones pedagógicas: estructura factorial y fiabilidad en docentes de la salud chilenos / Satisfaction about teaching training activities questionnaire: factor structure and reliability in Chilean health faculties

INTRODUCCIÓN: La satisfacción académica se ha examinado ampliamente en estudiantes universitarios, pero hay poca evidencia de la satisfacción de los docentes con las capacitaciones en las que participan. El presente estudio propone un cuestionario de satisfacción con las capacitaciones pedagógicas, y analiza la evidencia de su validez y fiabilidad. SUJETOS Y MÉTODOS: Se encuestó a 113 docentes de programas de grado de la salud, que respondieron el cuestionario de satisfacción con las capacitaciones pedagógicas, previo consentimiento informado. Se evaluó la validez de contenido del cuestionario y se realizó un análisis factorial exploratorio para analizar su validez de constructo. Además, se evaluó su fiabilidad. RESULTADOS: El análisis de validez de contenido dejó 11 de los 15 ítems propuestos originalmente. El análisis factorial identificó un único factor en el que se reunían los 11 ítems (alfa de Cronbach = 0,954). CONCLUSIÓN: Los resultados muestran evidencia a favor de la validez y la fiabilidad del cuestionario como una medición de satisfacción global con las capacitaciones pedagógicas

INTRODUCTION: Academic satisfaction has been widely studied among university students, but there is little evidence of how teacher's satisfaction with training where they participate. The present study proposes the Pedagogical Training Satisfaction Questionnaire and analyzes evidence of its validity and reliability. SUBJECTS AND METHODS: 113 teachers of health degree programs were surveyed. They answered the Pedagogical Training Satisfaction Questionnaire, with prior informed consent. The content validity of the questionnaire was evaluated, and an exploratory factor analysis was carried out to analyze its construct validity. In addition, its reliability was evaluated. RESULTS: The content validity analysis left 11 of 15 originally proposed items. The factorial analysis identified a single factor in which the 11 items were included (Cronbach's alpha = 0.954). CONCLUSION: Results show evidence in favor of the validity and reliability of the questionnaire as a measure of global satisfaction with pedagogical training

Developing a Community of Practice: Building the Research Data Management Librarian Academy.

The Research Data Management Librarian Academy (RDMLA) is a free, online global professional development program designed by librarians for librarians working in research-intensive environments. Developed through a unique partnership that includes a Library and Information Sciences academic program, research and health sciences libraries, and industry, the RDMLA's inception, development, and launch provide helpful insights into the creation of online professional development courses. The RDMLA team's experience building the course's curriculum with an instructional designer (ID) and evaluating the operation and usefulness of the course's content through usability testing provides valuable lessons learned for librarians constructing an online continuing education (CE) course.

¿Qué hacen los académicos de ciencias de la salud para definir los propósitos de su docencia de pregrado? / How do health sciences faculties define undergraduate teaching purposes?

INTRODUCCIÓN: Los procesos de planificación del aprendizaje son altamente complejos, tanto para estudiantes como para docentes. Para decidir qué hacer en el aula, los docentes deben considerar el perfil de egreso de la carrera y los programas de la asignatura, pero no está claro cómo finalmente definen sus propósitos antes de realizar una clase. OBJETIVO: Analizar el proceso de definición de propósitos desde los cuales el docente planifica las actividades de enseñanza de programas de pregrado de la salud. Sujetos y métodos: Estudio cualitativo, según la teoría fundamentada. Se entrevistó a cuatro expertos en educación médica y a 25 docentes, previo consentimiento informado. Para el análisis se realizó codificación axial. RESULTADOS: Los propósitos de los docentes suelen expresarse en términos afines al modelo por competencias y están arraigados en la concepción de 'qué se suele enseñar', afectado por lo establecido formalmente en el plan de estudios. Su operacionalización está fuertemente influida por las concepciones personales y profesionales y las experiencias del académico. Para el docente, esto aumenta la relevancia de su labor, aunque ello signifique un menor seguimiento de las directrices definidas por su universidad. CONCLUSIÓN: El docente ejerce un rol activo en la definición de los propósitos de enseñanza, lo que es coherente con lo esperado por un docente reflexivo. Sin embargo, queda abierta la discusión de cómo los problemas en la definición de los planes de estudio formales lo llevan a realizar frecuentes adaptaciones personales

INTRODUCTION: Learning processes planning is highly complex, both for students and teachers. Prior to decide what to do in the classroom, teachers should consider graduate profile and courses programs. But it is unclear how they finally define their purposes before taking a class. AIM: To analyze the process of purposes definition that underlies teaching activities election for undergraduate health programs. Subjects and methods.Qualitative study, according to the grounded theory. Four experts in medical education and 25 teachers were interviewed, prior informed consent. For data analysis, axial coding was performed. RESULTS: Teachers' purposes are usually expressed in terms related to competency model. They are rooted in the conception of 'what is usually taught'. It is also affected by what is formally established in the curriculum. But its operationalization is strongly affected by personal and professional conceptions and teachers' experiences. For teachers, this increases the relevance of their work, although the guidelines defined by his university are less used. CONCLUSION: Teachers showed an active role in teaching purposes definition, which is consistent with what is expected by a reflexive teacher. However, the discussion of what problems in formal curricula leads him to make frequent personal adaptations remains open

Borders in clinical teacher professional development: A concept analysis.

Background: A career in nursing academia offers clinicians a new challenge. Academic nursing and clinical nursing are two separate worlds with different social and cultural borders, foci and ways of working. It is possible to imagine this space as a kind of borderland, a new frontier that is simultaneously exciting and perilous. Aim: A concept analysis explored the borders as a site of meaning for professional development. Method: This study employed a four step concept analysis. Results: The analysis revealed four attributes of borders that are useful for clinical teachers to understand; liminality, border crossing, border work, and inhabiting a new world. Conclusion: As a liminal space, clinical teaching can be a site where uncertainty and ambiguity arises. This can create anxiety but also opportunities to think about both worlds differently, so that clinical teachers may discover new insights and applications for their work.

Novel coronavirus, novel faculty development programs: rapid transition to eLearning during the pandemic.

The novel coronavirus disease 2019 (COVID-19) has caused a rapid and massive transition to online education. We describe the response of our Office of Faculty Development at Texas Tech University Health Sciences Center El Paso (TTUHSC EP) to this unprecedented challenge during and after this post-pandemic crisis. The initiatives for emergency transition to eLearning and faculty development described in this paper may serve as a model for other academic health centers, schools, colleges and universities.

The impact of the European School of Oncology masterclass in clinical oncology on self-professional development.

We investigated the impact of the European School of Oncology's (ESO) Masterclass (MCO) in Clinical Oncology on the career development of young participants. MCO represents the flagship educational activity of ESO and is organized annually, mostly in collaboration with the European Society for Medical Oncology (ESMO) in five different geographical regions. A questionnaire consisting of 21 questions was sent to all doctors who attended the ESO MCOs from 2009 to 2016. The 228 responders were mostly from European countries and hold the specialty of Medical Oncology. Ninety-five percent of them evaluated ESO MCOs as "extremely useful" or "useful" for their professional career. Around 60% were trained at University Hospitals or Cancer Institutes and currently, one-third of them are employed in Academic Centers. Eighty percent have performed translational or clinical research and 77.5% were able to publish in pertinent international journals. The contribution of ESO MCOs to trainees' career development in different oncology disciplines around the world is discussed.

Occupational therapy entry-level education scholarship in Australia from 2000 to 2019: A systematic mapping review.

INTRODUCTION: The number of occupational therapy degree programs in Australia has increased substantially over the last decade. During this time, Australian academics have produced a significant amount of scholarship focussed on entry-level education; however, the landscape of this scholarship has not been examined. The aim of this study was to review the literature on the scholarship of entry-level Australian occupational therapy education programs, specifically the topics explored and methods employed. METHODS: An extensive search of nine databases produced 1,002 papers related to occupational therapy education. Two researchers screened each paper using inclusion and exclusion criteria. Seventy-six articles, published between 2000 and September 2019, were included. Data were extracted using a coding tool, and entered into NVivo, where data were analysed using queries and tallies of the characteristics of the articles. RESULTS: Sixty-eight articles were research and eight were other peer reviewed literature. Articles primarily focussed on student characteristics and perceptions. Quantitative research designs were predominant with surveys the most frequently used method. There were few articles that addressed the topic of teaching methods and approaches, and of these none addressed occupation-centred teaching. No articles addressed the learning environment. Four articles reported on an educational intervention that targeted participation, and attitudes/perceptions or knowledge/skills of students and/or academics. These findings inform understanding about what has been completed so far in the scholarship; and what topic focus and research designs could address gaps in existing knowledge. CONCLUSIONS: This review elucidated topics that have been well researched (student focus), as well as gaps in the scholarship (teaching methods and approaches including occupation-centred teaching, and the learning environment). It showed that quantitative designs were predominant, with qualitative approaches less frequently adopted. The results of this review could assist academics and researchers to focus their scholarship on topics that require further investigation and diversify research methods.

Redesigning College Professional Development Resources to Meet the Needs of Emerging Public Health Professionals.

The University of South Florida, College of Public Health, is dedicated to providing career planning and professional development services for students in varying formats. However, changing public health training needs and an emerging need for focused attention on professional development necessitated the development of an evaluative program to better understand our students' needs in these areas. Specifically, anecdotal student feedback about feeling unprepared professionally and survey feedback from students, preceptor feedback regarding the need for students to be better trained in core professional concepts, and low rates of attendance in standard professional development events resulted in a quality improvement study to identify students' perceived career planning and professional development needs. Findings were used to redesign current services and provided the basis for developing more targeted trainings to ensure that public health graduates are better prepared to meet employer expectations and to excel in the workforce. This article provides an overview of this transformative process, including the results of the qualitative survey on student, faculty, alumni, and community preceptor perspectives, and resulting prototypes developed for the professional development pilot along with preliminary insights.

Expanding evaluator competency research: Exploring competencies for program evaluation using the context of non-formal education.

The overlap of competencies between general program evaluation and specific contexts or content will always be reality because evaluators may need unique competencies to answer evaluation questions for particular contexts or content areas. Limited research exists that explores the essential competencies required by professionals who use evaluation as one part of their job portfolio, which leaves unanswered questions regarding the applicability of current evaluator competency models in such settings. We used a modified three-round Delphi technique to identify evaluator competencies for non-formal educators in Cooperative Extension (CE). Our panelists identified 36 competencies in the non-formal educational programming context for CE educators that they considered important to be included in evaluation capacity building efforts. We categorized our 36 identified competencies from the Delphi study into the five competency domains proposed by the American Evaluation Association. Our findings provide information to help guide professional development among non-formal educators related to program evaluation.

What do we know about evaluator education? A review of peer-reviewed publications (1978-2018).

This article reviews peer-reviewed writings on evaluator education from 1978 to 2018. Despite the topic's presumed importance, scholars to date have not extensively addressed it in peer-reviewed publications. The article first describes the methods used to select articles and the conceptual framework for their analysis. It then presents the content of 64 articles selected for review, divided into two major categories: research studies, and reflective case narratives. We further divide research studies into program directories and empirical studies; the case narratives provide information on programs, curriculum, and instruction and minimally on students/faculty. The article concludes with thoughts on next steps for research on evaluator education.

Clinical Education in Transition: Recommendations and Strategies: A Report of the ASAHP Clinical Education Task Force.

The practice models, interdisciplinary team functions, intersecting competencies, economies, and settings of contemporary healthcare are all in flux, demanding that educators reconsider traditional health professions clinical education models and partnerships. The Association of Schools Advancing Health Professions (ASAHP) and Allied Health (AH) deans, collectively and individually, must determine the priorities and strategies to advance AH education. This paper offers five recommendations that stem from a review of literature pertaining to current changes in the healthcare sector and higher education that challenge the availability of AH clinical education. Vetted by AH educators and health system representatives, the recommendations subsume proactive strategies that target factors affecting learning in the clinical environment and aim to meet the needs of patients/clients, employers, students, and educators. The recommendations are: 1) Develop meaningful strategic partnerships with healthcare organizations; 2) Assess and integrate interprofessional competencies for efficient and effective interprofessional practice (IPP); 3) Incorporate effective use of healthcare technology into AH education and practice; 4) Advocate within and among healthcare systems, higher education leadership, accreditation and professional organizations, and governmental agencies to foster and support IPP competencies and effective cross-discipline referrals; 5) Drive excellence in clinical education through promotion of research and scholarly activity.

Large-Scale Asynchronous Online Interprofessional Learning Experience.

AIMS: As interprofessional education (IPE) grows, more health professions programs have begun promoting it in their accreditation standards. A frequent challenge of large universities is how to include the large set of diverse students in their foundational offerings. A potential way would be to implement an online IPE asynchronous experience with an optional synchronous discussion. The purpose of this study was to: 1) describe implementation of that approach at a large multi-campus university; 2) explore the associations between IPE activities and students' reported level of usefulness; and 3) provide recommendations for online IPE experiences. METHODS: An IPE Module was developed that had 4 sequential online learning activities. After finishing the module, participants completed a self-administered questionnaire that included questions about demographics, retrospective pre and post assessment of key IPE concepts, and rating of the usefulness of the learning based on the module activities. RESULTS: 1,017 participants, representing 8 different health professional programs, completed the survey. The numbers of students were evenly distributed, with dentistry representing the highest number (21%), and most participants were first-year students (71.9%). The learning activities "reading posts/messages of colleagues from other professions" and "watching the video" were reported useful or very useful by 77.4% and 71.4% of participants, respectively. The self-reflection writing activity (67.1%) and the "6-word message" (59.4%) were rated as useful or very useful by over half of participants. DISCUSSION: Most participants reported that the learning activities in the online asynchronous IPE module were useful or very useful in achieving the learning objectives. Thus, an introductory experience based on an online program combining both asynchronous and decentralized optional synchronous instruction might be a viable method of delivering foundational IPE information.