Faculty Development: From Skill Acquisition to Identity Formation Take it and Deconstruct it David Irby, PhD, UCSF, USA Patricia O’Sullivan, EdD, UCSF, USA Yvonne Steinert, PhD, McGill University, Canada

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Session Goals To examine the role and importance of faculty members’ professional identities To discuss how these identities can be awakened, strengthened or supported through faculty development To identify faculty development programs and strategies that can help to address identity formation

Overview Take an abbreviated version of a faculty development workshop on identity Deconstruct how the workshop was put together Think about how you can integrate the notion of identity formation into your own faculty development initiatives https://tinyurl.com/EdIdentity

Faculty Development: From Skill Acquisition to Identity Formation Pat and Dave’s most excellent adventure

Session Goals To examine the role and importance of faculty members’ professional identities To discuss how these identities can be awakened, strengthened and supported

Who Am I? An Exercise Introduce yourself to three different people whom you do not know When done, write down on your worksheet verbatim what you told the last person

Identity: Who Am I? Dave Story of introducing self without roles: I am a learner. I choose opportunities and create opportunities to learn, as much as contribute. But, I also serve in a variety of roles that also define how I see myself and how others see me.

Multiple Identities Personal Identities Professional Identities Organizational Identities Roccas, S. & Brewer M. B. Personality & Soc Psych Rev, 6, 88 – 106, 2002. Monrouxe LV. Identity, identification and medical education: why should we care? Med Educ. 44(1):40-9, 2010.

Identity Theory Describes how people view themselves (i.e., psychological identity) As similar to and different than others Derived from perceived membership and roles in organizations (i.e., social identity) Interacts with agency and choice Embodies multiple identities Dave Describes how people view themselves and how others perceive them. (psychological identity as viewed by the individual) I see myself as an educational researcher and faculty developer. I no longer see myself as an educational administrator/leader. This also describes how we are similar and different from others: MDs, PhDs, RNs, PTs. Teachers v researchers. Involves construction of self and position of self in a social world. This social identity is related the organizations we work in and the roles we perform in them. I am a teacher, researcher, mentor at UCSF. Roles come with social status and stigma. For example, researchers are celebrated and more strongly supported than educators in research intensive universities like UCSF. My psychological and social identities interact with personal agency or choice. I am not a victim but I see myself as a pioneer. I can choose roles to take up or turn down. I can prepare for future opportunities and leadership positions. At UCSF, several of us recognized the need to honor teachers and value their contributions more highly so we created an Academy of Medical Educators, which has changed the culture of UCSF. Multiple identities requires negotiating tensions/conflicts among identities, strive to integrate into a coherent whole so there is less identity dissonance. The result of having multiple identities is how to prioritize or connect them. For example, if I invest too much in my identity and work as an educator, my identity and work as a researcher/scholar may suffer. Multiple identities can be associated in many different configurations: compartmentalized or separate identities, merged or overlapping, hierarchical where one predominates over the others, etc. Let me show you a few examples from Pat O’Sullivan and my research on faculty developer identities. Van Lankveld et al. Adv in Health Sci Educ. 21(6):1-22, 2016. Lawler. Identity: Sociological Perspectives. 2008. Trede et al. Studies in Higher Educ. 37(3):365-384, 2012.

Compartmentalized Identity Educator Physician/Scientist “When I’m teaching in class, this is a separate thing, because I have to be in a lecture room with students. But when I’m doing clinical teaching, I’ll be in the ward, so I’ll be providing medical care.” O'Sullivan et al. Identity Formation and Motivation of New Faculty Developers. Med Teach. Online Feb 6, 2016.

Merged Identity Physician Educator Scientist “I think physician and medical educator are probably 50/50 – overlap, integrative, whatever we’re doing. And it’s hard to separate out the physician from the scientist” Scientist O'Sullivan, Irby. Identity Formation of Occasional Faculty Developers in Medical Education. Acad Med 89, 1467-73, 2014.

Construct a Venn diagram from your introduction Researcher Educator Clinician Leader Clinician Teacher Leader Researcher Mentor Teacher/Faculty Developer/ Learner Dave Assignment: On the back side of your introduction handout, draw your professional identity.. Circles can be of varying sizes and positioned to convey relationship to one another. Work independently first and then share with those near you. Researcher Clinician Educator

Professional Identity Development Is dynamic, constantly evolving Is derived from observation and reflection Interacts with Organizations and context Roles and their status/social privilege Personal agency Personal and professional knowledge, values Beauchamp, Thomas. Understanding Teacher Identity. Cambridge j of Educ. 39(2):175-189, 2009. Lieff S et al. Who Am I? Key Influences on the Formation of Academic Identity within a Faculty Development Program. Med Teacher. 34:e208-e215, 2012. Trede et al. Professional Identity Development: A Review of the Higher Education Literature. Studies in Higher Educ. 37(3):365-384, 2012.

Identity Formation and Agency Context Roles   Identity     I Feel Supported I Feel Engaged     Pat   Agency I Feel Empowered

Strategies for Exploring Identity Divide into small groups of 3-4 Individually complete the worksheet Place a checkmark on whether the specific item is low to high or N/A On the reverse side, write your response: Describe how you feel engaged, empowered and supported as a medical educator. What needs to alter to improve your circumstances? Share responses in small group

Examining Identity Engage in educator roles Teaching, mentoring, curriculum development, learner assessment, educational leadership and scholarship Empower individuals to exercise agency Psychological empowerment and agency Relational empowerment and networks Obtain support from Academic environment Health care system context

Deconstruction How did this workshop help you think about identity? Review content and pedagogy; open discussion about their observations perceptions of success . I would ask a few more questions… e.g. What did you think about this workshop? What went well? What might you want to do differently? And then your question above… And who would do this? I was thinking it might help if I did as you will both be giving the workshop… What do you think? Pat: That would be great. Why don’t you craft the questions that you would like. DMI: Agree in general. However, I wouldn’t want this to go on too long because this is not the whole deconstruction process review. This is the opener. So, I would not go into the usual overall reaction because that is not the point of this question/section of the workshop. It is an opener and the question needs to be rather more narrowly defined.

Workshop Objectives Participants will be able to: Describe the identity formation process Examine their own professional identity Explore strategies to enhance identity (in role, agency and context) Do as a pair back and forth Why these objectives?

Engagement Strategies Identify the engagement strategies used in the workshop. Sufficiency? Quality? Exemplary of faculty development principles? Yvonne

UCSF Faculty development workshop Pat – Why are we showing this if they have already participated in the workshop? And this remark applies to the next few slides… Pat: This was our approach to deconstructing by reviewing what we had done so that the purpose was clear. So it seems that we need to discuss this. DMI: This just shows what this looks like.

Design of “Identity Quakes” Worksheet Theoretical and empirical underpinnings Pilot testing!

Timing for UCSF Workshop Time Content Strategy 5 min Introduction Presentation 10 min Identity introductions Introduce self to 3 others Write down last introduction verbatim 30 min Identity formation Presentation from literature, worksheet to draw Identity diagram 60 min Strategies for exploring identity Worksheet (complete, discuss in trios) 15 min Discussion & wrap-up Large group discussion and summary Were you satisfied with the time distribution—expanded and contracted

UCSF Participants’ Insights Cathartic, normalizing and reinvigorating Helped us figure out our own identities Speaks to importance of agency – understanding identity and taking control of identity and decision-making Lots of active listening, ideas generated, advise given, problem-solving Want more time devoted to identity and opportunities for reflection Pat

Literature: Faculty Development Strategies Create a sense of community – and belonging Focus on intrinsic motivators & meaning of teaching Create opportunities for reflection Provide continuity in training Promote mentorship Maintain an organizational focus Offer a variety of ways to engage in development Cantillon et al. Adv in Health Sci Educ. Online 2016. Lieff et al. Med Teach. 34: e208-e215, 2012. Stone et al. Med Educ. 36:180-185, 2002. Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, et al. 2016;38(8):769-86. Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, et al 2006;28(6):497-526.

What would work in your setting? Talk to the person next to you Generate specific examples of programs and strategies that you could use to address identity formation in faculty development Be action oriented Probably 7-10 minutes

Discussion Faculty development programs Faculty development strategies

Summary Determine which programs or activities are appropriate to incorporate identity formation explicitly Identify ways to implicitly trigger identity formation in faculty development offerings Promote concepts of agency, networking and empowerment Freely apply this workshop to your setting Remember diversity issue may come up

Closing Faculty development can awaken a teaching identity… People who come to faculty development often have that identity… Others have a curiosity that can be developed… Participation in faculty development strengthens your identity as it gives you enhanced skills in an environment with like-minded colleagues…

References Beauchamp. Cambridge J of Educ. 39(2):175-189, 2009. Cantillon et al. Adv in Health Sci Educ. Online 2016. Lawler. Identify: Sociological Perspectives. 2008. Lieff et al. Med Teach. 34:e208-e215, 2012. Lown et al. Acad Med. 84:1089-1097, 2009 Monrouxe. Med Educ. 44(1):40-9, 2010. O'Sullivan et al. Med Teach. Online 2016. O'Sullivan, Irby. Acad Med 89, 1467-73, 2014. Roccas, Brewer. Personality & Soc Psych Rev, 6, 88 – 106, 2002.

References - 2 Steinert. Faculty Development in the Health Professions. 2014. Steinert, MacDonald. Med Educ. 49(8): 773–782, 2015. Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, et al. 2016;38(8):769-86. Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, et al 2006;28(6):497-526. Stone et al. Med Educ. 36:180-185, 2002. Trede et al. Studies in Higher Educ. 37(3):365-384, 2012.

References - 3 Van Lankveld et al. H. Educ Res Dev. Online 13 July 2016. Van Lankveld et al. Adv in Health Sci Educ. 21(6):1-22, 2016. Wilkerson, Irby. Acad Med. 73(4):387-96, 1998. https://wiki.library.ucsf.edu/display/UCPLS/The+Importance+of+Bei ng+an+Educator:+Identity+Development+in+the+Formation+of+Healt h+Professions+Educators