1. Greg K Kirschner MD, MPH, FAAFP, FWACP Advocate Lutheran General Hospital, Park Ridge, IL USA George Chima MBBS, FMCFM Bingham University Teaching Hospital, Jos, Nigeria Report from Nigeria: Collaborative Workshops on Mentoring and Faculty Development

2. 2 Activity Disclaimer ACTIVITY DISCLAIMER It is the policy of the AAFP that all individuals in a position to control content disclose any relationships with commercial interests upon nomination/invitation of participation. Disclosure documents are reviewed for potential conflicts of interest (COI), and if identified, conflicts are resolved prior to confirmation of participation. Only those participants who had no conflict of interest or who agreed to an identified resolution process prior to their participation were involved in this CME activity. Dr. Greg Kirschner and Dr. George Chima have indicated they have no relevant financial relationships to disclose.

3. Family Medicine in Nigeria has always been a collaborative endeavor Involvement of the international community from the early days of training in FM –Government Teaching Hospitals and District/ Mission Hospitals Two accreditation agencies –The National Postgraduate Medical College of Nigeria –The West African Postgraduate Medical College Open to “outside” collaboration 3

4. Collaborative Efforts in FM Faculty Development Clinical Workshops Conducted by Visitors or Expatriate Workers Training of Trainers Workshops –Annual Research Workshop –Patient Centered Clinical Method –ALSO Visit by Dr Warren Heffron and other educators –Site visits to Medical Schools and Mission Hospitals Society of Family Physicians of Nigeria –Andrew Clark Pearson Memorial Lecture 4

5. Collaboration at the “new” Bingham University Teaching Hospital (BHUTH) (former ECWA Evangel Hospital) Jos, Plateau State Undergraduate and Postgraduate teaching and faculty development needs New national regulations requiring annual CME of all registered physicians New opportunities for collaboration 5

6. Our recent experience of collaboration A desire by the new Department of Family Medicine, and the University, to host CME A need for faculty development identified by Nigerian colleagues, with suggested subtopics Availability of culturally and educationally experienced expatriate resource staff –A match of need and resources, except.... 6

7. Practical barriers to collaboration Long distance planning by busy faculty Threat of political instability (approaching elections) Terrorist activity (Boko Haram) Ebola epidemic in West Africa And so the plans had to be adjusted a number of times... 7

8. Two Workshops: Faculty Development and Mentoring Each workshop presented over two afternoons—after an initial desire for 4-5 day session for each workshop Sponsored by Department of Family Medicine with invitations across the medical school faculty and across the city to other institutions and providers CME accredited by the institution One main expatriate speaker 8

9. Faculty Development Workshop Teaching and Learning: Faculty Development For Those With Courage Approach: Share what we are learning in the US context, and allow audience to determine relevance and application Attempt to cover a broad approach to faculty development Attempt to listen and learn 9

10. Faculty Development Topics Teaching with Curiosity and Passion Learning events begin with respect for the learners Observation, Feedback, Evaluation Principles of adult learning The Brain Rules Developing effective learning activities Working with the challenged learner Lifelong learning Addressing Generational Differences Bringing home a faculty development plan 10

11. Mentoring Workshop Answering the Call for Mentors: A Generation in Need There were experiences with informal and formal mentoring programs in the local context, with a desire to formalize and expand mentoring 11

12. Mentoring Workshop Topics The motivation and confidence of faculty to mentor The need for Mentors in Nigeria at this time Definitions of mentor, mentee, mentoring Generations and relevance to Mentoring Mentee centered mentoring An Approach To Mentoring: The Four Phases Who can I mentor? Who can mentor me? The issue of payment 12

13. Results Was sponsored by the Medical School— with a desire to collaborate and a financial charge CME was granted Well attended: –Approximately 60 attendees for each session –Represented 5 residency teaching sites and 2 medical schools –Included Medical School faculty from various disciplines, Residency faculty, Residents, Medical students—and others ! 13

14. Results Attempt made to make the sessions highly interactive and sprinkled with humor, building on experience in the Nigerian and American contexts over the past 20 years Formal pre- and post-workshop evaluation was conducted 14

15. Results: pre workshop surveys Vast majority of participants felt Faculty Development and Mentoring were important or essential topics Most frequently indicated needs for faculty development included research; mentoring; curriculum development; approaches to teaching and learning “How to transfer knowledge, skills and character appropriately—not just to teach” 15

16. Results: pre workshop surveys Participants recognized a variety of ways that international partnership could be of benefit, including: –Research collaboration –Exchange of teaching materials –Observerships/exchange programs –Specifically designed expatriate visits –Upgrading of facilities 16

17. Results: post workshop surveys Both workshops were well received Participants liked the interactive approach Participants identified a variety of changes they would implement post workshop –Changes in lecture approach/length –Reevaluate their approach to feedback and evaluation –Intentionality about mentoring of others and seeking mentoring for self 17

18. Results: post workshop surveys Participants critiqued the presenter/format as well –Too much information in too little time –High praise for speaker/approach...but need to have other presenters Participants did validate the overall approach to sharing “American” content with respect for “Nigerian” context—and leaving the integration up to the participant 18

19. Other observations Well received by medical school leadership –Respect for Family Medicine got a boost –A future template for faculty development and for sponsoring CME Truly collaborative feel in development of workshop and in take-home messages For the speaker, perhaps the most meaningful, and seemingly effective, teaching activity over the past 20 years 19

20. Opportunities An assumption that we will continue working together Focus on: –Building on the work already started –Identifying related content areas or other settings in Nigeria –Insist on joint presentations with Nigerian educators/physicians –Explore inter-professional education opportunity –Identify cyber-communication models that support faculty development dialogue 20

21. Resources John Medina, The Brain Rules. Second Edition. 2014 Parker Palmer, The Courage To Teach. 2007 Lois Zachary, The Mentor’s Guide. Second edition. 2012 21