A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers
| Autor: | Natalie B. May, Lars Osterberg, Margaret Plews-Ogan, Richard M. Frankel, Arthur R. Derse, Janet P. Hafler, Elizabeth A. Rider, Mary Ann Gilligan, William T. Branch, Amy Weil, Dana W. Dunne, Debra K. Litzelman |
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| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
Program evaluation
Canada Faculty Medical 020205 medical informatics education 02 engineering and technology Experiential learning Education 03 medical and health sciences Humanities 0302 clinical medicine 0202 electrical engineering electronic engineering information engineering Learning theory ComputingMilieux_COMPUTERSANDEDUCATION Humans 030212 general & internal medicine Longitudinal Studies Staff Development Curriculum Medical education ComputingMilieux_THECOMPUTINGPROFESSION Education Medical Professional development Attendance General Medicine Articles United States Facilitator ComputingMethodologies_DOCUMENTANDTEXTPROCESSING Faculty development Psychology Program Evaluation |
| Zdroj: | Academic Medicine |
| ISSN: | 1938-808X 1040-2446 |
| Popis: | Supplemental Digital Content is available in the text. The authors describe the first 11 academic years (2005–2006 through 2016–2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program. In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution. The authors discuss the program’s learning theory, outline its curriculum, reflect on the program’s accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education. |
| Databáze: | OpenAIRE |
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