Faculty Development Dr Samira Rahat Afroze

By the end of this presentation Define faculty and faculty development Identify your own faculty in your context Develop principles for faculty development with 6 Key questions Need assessment Programme planning How will you evaluate it?

Faculty Purpose? Whom to include? Whom not to include? “if you are involved in teaching you must develop the skills, attitudes and practices of a competent teacher” (GMC, 2013)

Faculty Development Essential reading

What does faculty development do Improves knowledge and practice Develops strengths and skills Updates skills Manages change Has planned activity Aids personal development of faculty members Fosters better institutional environment Provides two-way communication

The intent of these activities is to assist faculty members in their roles as teachers educators leaders administrators researchers

6 key questions Who are your ‘faculty’? —What development do they need? —Why is this important? Why now? —How will development opportunities be provided? —Where…—and when will faculty access the development opportunities?

What will motivate your target audience to sign up?   Who will you need to report back to?   Any other points? 

Faculty development Skilled clinical teachers Improved student learning Competent, caring practitioners Improved patient & community outcome

Training cycle Analysis Evaluation Design Implementation Development

Need assessment 2nd Key : What do they need? 3 phases Pre-assessment 3. Post-assessment

— Define the target group of learners Pre-assessment — Set objectives — Define the target group of learners — Establish what is already known about them — Decide what is unknown and how important it is to know — Determine methods for collecting data How can we collect data? Direct: —Surveys —Interviews —Focus groups —Observations —Performance appraisals —Tests / assessments Indirect: —‘Extant data’ (existing organisational data collected for another purpose) —Document review (‘Grey’ literature: policies, regulations, reports, best practice guidelines etc.)

Assessment — Collect data Post-assessment — Analyse data — Identify and prioritise problems — Identify and evaluate potential solutions

Why is this important? Why now? Enhancing forces Restraining forces

Social Technological Economic Environmental Political Legal Ethical —External : STEEPLE analysis —Institutional : fund, curriculum, staff, student —Individual : SWOT analysis Strengths Weaknesses Opportunities Treats

Programme planning How will development opportunities be provided? A good faculty development programme will provide a mix of formal development opportunities to cater for different needs and preferences.

Workshops / seminars / short courses —Fellowships / other longitudinal programmes —Accredited courses —Communities of practice —Mentorship / role-modelling —Printed materials —Online learning —PBSGL (Practice-Based Small Group Learning) —Assessment of performance with feedback

Training cycle Analysis Evaluation Design Implementation Development

Organisations or their products (e.g. courses) are accredited —Individuals are certificated or credentialed

It is important to check: —Who has provided the accreditation? —How is it monitored and quality assured and by whom? —Internally? —Externally? —Frequency of monitoring / review? —How widely is the resulting certification accepted? —Locally? —Nationally? —Internationally?

Evaluating the Programme 5 simple steps Identify stakeholders Determine the focus of the evaluation Identify key evaluation questions Select methods for gathering credible evidence Determine how the data will be reported and to whom

Gather creditable evidence Use of lessons learned Application

Training cycle Analysis Evaluation Design Implementation Development

“A medical school’s most important asset is its faculty” Whitcomb, 2003