1. Faculty Development
Dr Samira Rahat Afroze

2. 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?

3. 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)

6. Faculty Development
Essential reading

7. 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

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

9. 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?

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

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

12. Training cycle
Analysis
Evaluation
Design
Implementation
Development

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

14. — 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.)

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

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

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

18. 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.

19. 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

20. Training cycle
Analysis
Evaluation
Design
Implementation
Development

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

22. 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?

23. 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

24. Gather creditable evidence
Use of lessons learned
Application

25. Training cycle
Analysis
Evaluation
Design
Implementation
Development

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