1. Indiana University School of Medicine
In Demand and On Demand An Online Faculty Development Curriculum for Community Faculty
Matthew Holley, MA, MS
Scott E. Renshaw, MD
Mary E. Dankoski, PhD
Megan M. Palmer, PhD
Indiana University School of Medicine
Presented at the Society of Teachers of Family Medicine Annual Conference
May 2013

2. Community Faculty Needs Assessment
42% of respondents were from Family Medicine
Somewhat or very interested in sessions to improve teaching
54% of ALL respondents
71% of FM respondents
Make some comments about IUSM context, i.e., IUSM is the 2nd largest medical school in the U.S. and is the only one in the state of Indiana. We have 9 campuses across the state. The family medicine clerkship has been offered in a decentralized community based design since the early 1990s. We have over 375 volunteer family physicians currently appointed as teachers of the clerkship.
Like many other family medicine departments, there are many challenges to providing cost effective faculty development to support community preceptors in their roles as teachers. Yet, many community family medicine preceptors are interested in teaching development opportunities.
In Spring 2011, IUSM conducted a needs assessment of volunteer community faculty across the state to learn about their interest in teaching development opportunities and what kind of format might best meet their needs.
Total N of volunteers that responded was = (Family Medicine n = 42). Of the family physicians who responded, there was a high level of interest in teaching development.

3. Top Formats from FM Sample
<10 min online
Half-day
30 min online
1 - 2 hour seminar
Webinars
Short (<10 min) on-line sessions (asynchronous)
Half-day event at regional center
Longer (30 min) on-line sessions (asynchronous)
1 - 2 hour seminar at regional center
Webinars that connect multiple sites (synchronous)
Listed in the most optimal to the least, these were the top choices of the family physicians who responded to the survey.

4. Online Teaching Development Modules
In response to this survey and with the support of a HRSA predoctoral education grant, we began creating online teaching development modules that can be accessed “just in time.” The modules were developed as a collaboration between the DFM and IUSM OFAPD. With permission, we also modified some material developed with Epigeum (an international publisher of online courses designed to transform teaching and learning in higher education).
Interested faculty register online for the materials and then are entered as members of a site on the IU learning management system called “Oncourse.” This is a screen shot of the welcome page.
We are in the pilot phase of our first two sets of modules: Clinical Teaching and Grading and Giving Feedback. These went live in January and we have several modules forthcoming.

5. Clinical Teaching
Selecting the Clinical Teaching Modules takes you to this page. Each of these are discreet chapters of the module, and each are very short. Faculty can select topics according to their interests; they do not need to be completed in a linear fashion. Faculty can also return to the modules at any time.

6. Grading and Giving Feedback
Similarly, these are the chapters available in the Grading and Giving Feedback Module.

7. User Data to Date Site members: 46
Site members with some activity: 30 (65%)
Most “opens” in single month: 1876
Most active month: March
The modules were launched in January 2013 and have been live for about 4 months. We’ve had 46 members register for the modules (an average of 11.5 per month). 30 of these members (65% of those registered) have accessed at least some content. This will be launched to all of the volunteer faculty later this month with a post card and announcements.
Our busiest month was March with 1876 “opens.” The system tracks each item on a page (i.e., images, flash movies, scripts) as having been opened.
Our overall evaluation plan includes not only tracking of site statistics, but also change over time in teaching skills as reported through a self-report survey. Upon registration for the modules, faculty are asked to complete a baseline survey which will be re-administered in the future to allow us to investigate change over time. Additionally, there is a module evaluation form that asks users to assess the quality of the material and how much new information they learned.

8. Discussion Thank you! Matt Holley, MA, MS maholley@iupui.edu