1. Capacity Building for Academic Excellence Khalid A. Bin Abdulrahman MD, DPHC, ABFM, MHSc (MEd) Director of Medical Education Center 28/ 3 / 1424 ( 29 / 5 / 2003 )

2. Outline of the presentation What is capacity building? Why it is so important? Faculty career stages. How can you build up your educational capacity. Evaluation of academic performance. Take home messages.

3. What is capacity building activities? All activities ( formal and/or informal ) designed to prepare faculty members for their various academic roles and to sustain their productivity and promotion. It is a tool for improving the educational vitality & excellence of medical schools

4. Why it is so important? No gene for teaching Increasing demands are being placed upon medical school faculty members to be creative and effective teachers, successful investigators, and productive clinicians. Professional values & Islamic ethics

5. CME VS Faculty Development CME is a continuing process that involves practicing physicians, practice environments, learning resources, and interventions designed to improve the ability of physicians to provide better medical care to patients

6. Faculty Development FD is a continuing process that involves activities designed to improve medical teachers’ knowledge and skills and to sustain their vitality both now and in the future in areas considered essential to the performance of a faculty member in a department or residency program.

7. Faculty career stages A model of chronological stages of teacher development has been described by Batty HP and Rubenstein W ( U of T 1997 )

8. Faculty career stages Stage one: ( Junior faculty ) age 30 – 35 Enthusiasm Lack of experience Instability

9. Faculty career stages Stage two: Career maturity ( 35 – 45 ) Productivity In focus Early stage of professorship National / regional links Social obligation

10. Faculty career stages Stage three: Seniority ( 45-55 ) Professorship Professional focus International links More social obligation

11. Stage four: Final phase ( 55-65) Generatively / Experience transfer * Supporting students and other faculty to reach their own full potentials in clinical practice, teaching, administration and research.

12. Stagnation: Frustration Lack of productivity Final focus * Develop or expand interests outside of medicine

13. FD needs assessment survey McGill university (Acad Med 1997; 72(6):558-559 ) : Improving lecturing skills, Using computers for medical informatics and The preparation of audiovisual aids, Clinical teaching ( including ambulatory and office teaching )

14. Non-teaching activities (including research and administration), Small-group teaching, evaluation of students and residents, and Giving effective feedback

15. Academic learning needs 1.INSTRUCTIONAL DEVELOPMENT 2.PROFESSIONAL DEVELOPMENT 3.LEADERSHIP DEVELOPMENT 4.ORGANIZATIONAL DEVELOPMENT 5.RESEARCH DEVELOPMENT

16. INSTRUCTIONAL DEVELOPMENT

17. Lecturing skills The purpose of the lecture The context of the lecture What do students require of a lecture Preparing the lecture

18. Presenting the lecture What additional techniques are available? When things go wrong Evaluating the lecture

19. Helping students learn learning cycle Principle of adults learning Learning more effectively SDL & CBL

20. Taxonomy (classification) of educational objectives How to act as a catalyst, and not as an obstacle, for learning

21. Preparing teaching materials Types of teaching/learning aids *The whiteboard *The overhead projector *The slide projector *LCD/Data show projector *Video and films *Flip charts

22. *Printed materials *Simulated materials and plastic models - Evaluating teaching learning material

23. Teaching practical & clinical skills The attributes of an effective clinical teacher Improving ward-based teaching Ambulatory-based teaching Improving the clinical tutorial Improving communication & consultation skills

24. Alternatives to traditional ward teaching Techniques for teaching particular practical and clinical skills Evaluating clinical and practical teaching Application of medical ethics

25. Tutoring in small groups The importance and merits of small group tutorials How to conduct and manage a small group tutorial? Group dynamics

26. Formative evaluation in small group tutorials *self evaluation *peer evaluation *tutor evaluation of the group *group evaluation of the tutor *evaluation of the educational material in the session When things go wrong

27. Planning a course or curriculum Objectives and course design Formulating objectives Relating objectives to teaching and learning activities

28. Relating objectives to assessment methods Sequencing and organizing the course Traditional versus innovative curricula Evaluating the course

29. Students assessment The purposes of students assessment - Types of assessment (formative/summative) Assessment methods *oral *written *structured (clinical/practical) *self assessment *portfalio Reporting results

30. Leadership & health administration

31. Management & Administration, differences and merits Leadership styles (transactional, transforming, and moral) How to develop a personal/institutional vision

32. How to state policies Planning (operational, tactical, and strategic) Organization & supervision

33. Change management Information management Time management Effective meeting Hospital management Continuous Quality Improvement (CQI) Human resource policy and planning

34. How can you build up your educational capacity A. Internal motivation: Self-assessment Self building Learning contract

35. B. External: Active participation in all existing FD activities ME courses & meetings

36. Balance between: * Academic * Clinical * Research * Personal & socials needs / obligations N. B : Education is first

37. Evaluation of academic performance Self- evaluation: * check list * portfolio Peer evaluation Students evaluation External evaluation

38. Take home messages There is no gene for teaching The primary role of medical teacher is teaching Self motivation & satisfaction are important for sustaining education productivity Faculty promotion policy has to put more emphasis on education productivity

39. Thank you for listening