1. Robert M. McLaughlin, PhD
What Do Faculty in Health Professions Need to be Competent Educators? Results from a School-wide Needs Assessment
Aimee K. Gardner, PhD
Vicki Waters, MS, PA-C
Robert M. McLaughlin, PhD

2. Disclosures
No relevant disclosures

3. Faculty Development
“all activities health professionals pursue to improve their knowledge, skills, and behaviors as
teachers and educators,
leaders and managers,
& researchers and scholars”
Steinert 2014

4. Numerous faculty development initiatives have been reported in the health professions literature

5. this interest in both research and practice is likely to experience continued growth due to increasing requirements from specialty societies and regulatory bodies to offer faculty development programs.

6. The Problem
Where do we start?

7. offer meaningful opportunities for professional growth
Study Goals
Examine the educational needs and values of our health professions faculty
so we may
offer meaningful opportunities for professional growth
The goal of this study was to examine the educational needs and values of our health professions faculty so that we could offer meaningful opportunities for professional growth.

8. Methods Needs Assessment Survey All Core Faculty 36-item survey
education-related skills across 6 domains
All Core Faculty
To achieve these aims, we performed a needs assessment to better understand what educational knowledge and skills are needed and valued, faculty members’ current levels of perceived competence in multiple areas, and what resources are currently being used by faculty to hone their skills as health professions educators.

9. Instructional Methods

10. Curriculum Development

11. Assessment

12. Instructional Design

13. Learners & Learning

14. Diversity & Inclusion

15. Discrepancy Analysis

16. Other Items Prior and current resources used to hone skills
Descriptive statistics, discrepancy values, and differences between categories
SPSS version 23.0
Values are reported as means ± standard deviations

17. Results 95% (20/21) response rate Physician Assistant
Orthotics & Prosthetics
Nurse Anesthesia (75%)
Genetic Counseling

18. Resources Currently Being Used

19. Results
Almost a quarter (24%) reported no participation in HPE activities in the past
Given that the average length of tenure in our School is 9 years, this is concerning…
(but, N=5)

20. Value Diversity and Inclusion 4.61 ± 0.65 Learners & Learning
Instructional Methods
Assessment
Instructional Design
Curriculum Development
4.61 ± 0.65
4.60 ± 0.34
4.60 ± 0.28
4.54 ± 0.31
4.27 ± 0.50
4.21 ± 0.28

21. Competence Diversity and Inclusion 4.18 ± 0.76 Learners & Learning
Instructional Methods
Assessment
Curriculum Development
Instructional Design
4.18 ± 0.76
3.76 ± 0.75
3.73 ± 0.65
3.22 ± 0.95
3.07 ± 0.88
2.71 ± 0.77
Bottom two flip flopped

22. Gap Analysis
All p < 0.001
The largest categorical discrepancies are in instructional design (1.55) and assessment (1.31), with the smallest discrepancies in learners and learning (0.84) and diversity and inclusion (0.44).

23. Results Largest item-level discrepancies
Developing/teaching online courses
Translating educational efforts into scholarship
Applying cognitive science to teaching
Optimizing assessment techniques
Optimizing teaching with activities & technology

24. Discussion
Opportunities exist to improve alignment between valued educator skills & competency levels
Initiatives around instructional design & assessment may be most fruitful
Need for standardized curricula and resources to ensure uniform competency

25. SAHS Faculty

26. Workshops, Presentations, & Other Endeavors
One-on-one Research Mentoring w/ Faculty
Pathway to Promotions (July 2017)
Education Portfolio Workshop (August 2017)

28. Conclusion Opportunities exist to bridge the gap Have data
Time to move the needle!

29. Robert M. McLaughlin, PhD
What Do Faculty in Health Professions Need to be Competent Educators? Results from a School-wide Needs Assessment
Aimee K. Gardner, PhD
Vicki Waters, MS, PA-C
Robert M. McLaughlin, PhD