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Journal ArticleDOI

A model for linkage between health professions education and health: FAIMER international faculty development initiatives

TL;DR: Understanding the mechanism by which faculty development may promote development of socially accountable institutions and improve health can be useful for improving this connection and evaluating program effectiveness.
Abstract: Linking faculty development to improvement of community health is of particular interest to health professions educators and researchers. While individuals and institutions engaged in health professions education have the potential to improve health, limited literature connects capacity building in education with improvements in health. Understanding the mechanism by which faculty development may promote development of socially accountable institutions and improve health can be useful for improving this connection and evaluating program effectiveness.
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Book ChapterDOI
28 Jun 2010

43 citations

Journal ArticleDOI
TL;DR: The author recommends several practices for successful international collaborations based on 13 years of experience with FAIMER fellowships, including using authentic education projects to maintain alignment with local needs and apply newly acquired knowledge and skills.
Abstract: Foundation for Advancement of International Medical Education and Research (FAIMER) faculty development programs have operated since 2001 and are designed to overcome many of the challenges inherent in global health collaborations, including alignment with local needs, avoiding persistent dependency, and development of trust. FAIMER fellowship programs, developed for midcareer faculty members in all health professions from around the world, share goals of strengthening knowledge and skills in education leadership, education methods, and project management and evaluation. Building community is another explicit goal that allows participants to support and learn from each other.The author recommends several practices for successful international collaborations based on 13 years of experience with FAIMER fellowships. These include using authentic education projects to maintain alignment with local needs and apply newly acquired knowledge and skills, teaching leadership across cultures with careful communication and adaptation of concepts to local environments, cultivating a strong field of health professions education to promote diffusion of ideas and advocate for policy change, intentionally promoting field development and leadership to reduce dependency, giving generously of time and resources, learning from others as much as teaching others, and recognizing that effective partnerships revolve around personal relationships to build trust. These strategies have enabled the FAIMER fellowship programs to stay aligned with local needs, reduce dependency, and maintain trust.

29 citations

Journal ArticleDOI
TL;DR: A retrospective analysis of project evolution to identify common experiences, challenges, and successful strategies of 54 mid-career faculty members from 18 developing countries who attended the Foundation for the Advancement of International Medical Education and Research Institute between 2001 and 2006.
Abstract: Background: Project design and implementation, applied to real life situations, is emerging as an educational strategy for application of health professions faculty development learning within a supportive environment.Aim: We conducted a retrospective analysis of project evolution to identify common experiences, challenges, and successful strategies of 54 mid-career faculty members from 18 developing countries who attended the Foundation for the Advancement of International Medical Education and Research Institute between 2001 and 2006 and designed, conducted, and evaluated education innovations at their home institutions.Methods: Chronological analysis of the evolution of 54 projects over the initial 16–18 months of the 2-year Fellowship was based on an iterative qualitative analysis of 324 reports and individual interview transcripts collected over 6 years.Results: Useful skill areas for project implementation included educational methods, leadership and management, and relationships/collaboration. Comm...

23 citations


Cites background from "A model for linkage between health ..."

  • ...Previous analysis of skills gained from the Fellowship as well as focus and impact of projects has been reported (Burdick et al. 2010; Burdick et al. 2011)....

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  • ...Design and implementation of this project involves the application of knowledge and skills in health professions education and serves as a central anchor for faculty development across the two years of the Fellowship (Burdick et al. 2011)....

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  • ...The majority of Fellows’ reports described projects that were developed to meet the needs of a particular group in a particular setting (Burdick et al. 2011)....

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  • ...In addition, previously reported data on publications and presentations from the projects support the observation that projects came to fruition (Burdick et al. 2010; Burdick et al. 2011)....

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Journal ArticleDOI
TL;DR: Evaluation results show that the Seoul Intensive Course for Medical Educators for 16 fellows from five Asian countries was successful in terms of its effectiveness and understanding of the underlying factors on transfer could improve the effectiveness of faculty development programs for developing countries.
Abstract: The issue of collaboration in medical education is becoming prominent. Some faculty development programs have suggested an approach for promoting collaboration on a global level. However, non-English-speaking developing countries in Asia, especially in Southeast Asia, do not take advantage of them due to their unique context, such as language and culture. To address these issues, Seoul National University College of Medicine initiated a 6-week international faculty development program called the “Seoul Intensive Course for Medical Educators” for 16 fellows from five Asian countries (Cambodia, Laos, Mongolia, Myanmar, and Vietnam). The aim of this study is to report the evaluation results of the outcome of the program and discuss better ways of collaborating with developing countries. Three levels of collaboration—intraorganizational, intranational, and international—were central initiatives of the program. Prior to setting up the program details, we first established four design principles, following which the contents, materials, and facilitators were determined to maintain consistency with the design principles. The evaluation of the program was done with Kirkpatrick’s four-level model. Most of the evaluation data for level 1 were collected by two questionnaires, the post-module survey and the post-program survey. Portfolios and progress reports were mainly used to collect outcome data for levels 2 and 3, respectively. The reaction was generally positive throughout the program and there was a significant correlation between satisfaction and relevance to one’s job or needs. Despite the fellows’ propensity for overestimating themselves, both the evaluators and fellows reported that there was significant improvement in learning. Opinions on the impact or urgency of the topics were slightly different from country to country; however, the answers regarding feasibility were fairly similar. Moreover, we could observe from the post-program progress reports that the transfer of learning was actively in progress, mainly for topics that were highly feasible. These results show that the program was successful in terms of its effectiveness. Consistent and timely support is essential for the sustainable development of the medical education systems in these countries. Further understanding of the underlying factors on transfer (level 3) could improve the effectiveness of faculty development programs for developing countries.

23 citations


Cites background from "A model for linkage between health ..."

  • ...Some programs, like the education programs of the FAIMER Institute [3] and Global...

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  • ...Burdick WP, Diserens D, Friedman SR, Morahan PS, Kalishman S, Eklund MA, et al. Measuring the effects of an international health professions faculty development fellowship: the FAIMER Institute....

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  • ...For example, the FAIMER Institute requires their applicants to have a high level of proficiency in English [15]....

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  • ...encourage or even instruct participants to conduct projects during or after the program [3, 4, 30]....

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  • ...Some programs, like the education programs of the FAIMER Institute [3] and Global Health Sciences [4], are worth mentioning as examples of international collaboration, which have already begun to show their effectiveness [5, 6]....

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Journal ArticleDOI
TL;DR: The web-based Item Management System (IMS) was developed which supports all processes of the assessment workflow as an all-in-one working platform and contrasts it with the item management systems of other associations.
Abstract: The development, implementation and evaluation of assessments require considerable resources and often cannot be carried out by a single faculty/institution. Therefore some medical faculties have founded cooperation projects which mainly focus on the exchange of multiple choice questions (MCQs). Since these cooperation projects do not entirely support all relevant processes in terms of preparation, implementation and evaluation of assessment, in 2006 the Medical Assessment Alliance (MAA) was founded for mutual support. In addition to MCQs the MAA started to develop innovative assessment formats and facilitate content through a coordinated exchange of experiences. To support cooperation within this network, the web-based Item Management System (IMS) was developed which supports all processes of the assessment workflow as an all-in-one working platform. At present, the Alliance has 28 partner faculties in Europe. More than 2.800 users in 750 working groups are collaborating. Currently 90.000 questions have been stored in the IMS. Since 2007, nearly 4.600 examinations have been successfully conducted. This article describes in detail the unique features of the IMS and contrasts it with the item management systems of other associations.

13 citations


Cites background from "A model for linkage between health ..."

  • ...Other international networks are either not focused on assessment (FAIMER [19,20] or do not support the entire assessment process using IT [21]....

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References
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Book
01 Dec 1998
TL;DR: This publication examines this social gradient in health, and explains how psychological and social influences affect physical health and longevity, and looks at what is known about the most important social determinants of health today.
Abstract: Poorer people live shorter lives and are more often ill than the rich. This disparity has drawn attention to the remarkable sensitivity of health to the social environment. This publication examines this social gradient in health, and explains how psychological and social influences affect physical health and longevity. It then looks at what is known about the most important social determinants of health today, and the role that public policy can play in shaping a social environment that is more conducive to better health. This second edition relies on the most up-to-date sources in its selection and description of the main social determinants of health in our society today. Key research sources are given for each: stress, early life, social exclusion, working conditions, unemployment, social support, addiction, healthy food and transport policy. Policy and action for health need to address the social determinants of health, attacking the causes of ill health before they can lead to problems. This is a challenging task for both decision-makers and public health actors and advocates. This publication provides the facts and the policy options that will enable them to act.

2,594 citations

Journal ArticleDOI
TL;DR: There is a growing body of research within specific scientific teaching communities that supports and validates the new approaches to teaching that have been adopted, and their applicability to physiology education is discussed.
Abstract: Calls for reforms in the ways we teach science at all levels, and in all disciplines, are wide spread. The effectiveness of the changes being called for, employment of student-centered, active learning pedagogy, is now well supported by evidence. The relevant data have come from a number of different disciplines that include the learning sciences, cognitive psychology, and educational psychology. There is a growing body of research within specific scientific teaching communities that supports and validates the new approaches to teaching that have been adopted. These data are reviewed, and their applicability to physiology education is discussed. Some of the inherent limitations of research about teaching and learning are also discussed.

1,191 citations


"A model for linkage between health ..." refers background in this paper

  • ...The design of FAIMER education programs is highly interactive to enhance learning (Michael 2006), and intentionally creates and reinforces the bonds between Fellows by a variety of highengagement methods....

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Journal ArticleDOI
06 Oct 2001-BMJ
TL;DR: Education providers must offer an environment and process that enables individuals to develop sustainable abilities appropriate for a continuously evolving organisation, and focus on process to avoid goals with rigid and prescriptive content.
Abstract: This is the last in a series of four articles Recent high profile scandals in the United Kingdom have highlighted the changing values by which the National Health Service is judged.1 The public expects, and the government has promised to deliver, a health service that is ever safer, constantly up to date, and focused on patients' changing needs. Successful health services in the 21st century must aim not merely for change, improvement, and response, but for changeability, improvability, and responsiveness. Educators are therefore challenged to enable not just competence, but also capability (box). Capability ensures that the delivery of health care keeps up with its ever changing context. Education providers must offer an environment and process that enables individuals to develop sustainable abilities appropriate for a continuously evolving organisation. Recent announcements in the United Kingdom of a “university for the NHS,”2 a “national leadership programme,”3 and “workforce confederations”4 raise the question of what kind of education and training will help the NHS to deliver its goals #### Capability is more than competence Competence —what individuals know or are able to do in terms of knowledge, skills, attitude Capability —extent to which individuals can adapt to change, generate new knowledge, and continue to improve their performance #### Summary points Traditional education and training largely focuses on enhancing competence (knowledge, skills, and attitudes) In today's complex world, we must educate not merely for competence, but for capability (the ability to adapt to change, generate new knowledge, and continuously improve performance) Capability is enhanced through feedback on performance, the challenge of unfamiliar contexts, and the use of non-linear methods such as story telling and small group, problem based learning Education for capability must focus on process (supporting learners to construct their own learning goals, receive feedback, reflect, and consolidate) and avoid goals with rigid and prescriptive content The …

839 citations


"A model for linkage between health ..." refers background in this paper

  • ...…to the people who form the network, a field has its own language, values, and norms, projected in the form of a membership organization, periodic plenary meetings, and often a standardized tool for communication, such as a journal and website (Fraser & Greenhalgh 2001; Mouradian & Huebner 2007)....

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Journal ArticleDOI
TL;DR: An integrative framework that captures the core competencies and processes needed within collaborative bodies to facilitate their success is presented and the resulting framework for building collaborative capacity is presented.
Abstract: This article presents the results of a qualitative analysis of 80 articles, chapters, and practitioners' guides focused on collaboration and coalition functioning. The purpose of this review was to develop an integrative framework that captures the core competencies and processes needed within collaborative bodies to facilitate their success. The resulting framework for building collaborative capacity is presented. Four critical levels of collaborative capacity—member capacity, relational capacity, organizational capacity, and programmatic capacity—are described and strategies for building each type are provided. The implications of this model for practitioners and scholars are discussed.

632 citations


"A model for linkage between health ..." refers background in this paper

  • ...…skills of members of the system, plus interactive, or relational, skills such as creating a shared vision, organizational capacity such as leadership, and management, and programmatic capacity such as the ability to develop projects aligned with community needs (Foster-Fishman et al. 2001)....

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