Exploring Faculty Developers' Experiences to Inform Our Understanding of Competence in Faculty Development.
Lindsay Baker,Karen Leslie,Danny Panisko,Allyn Walsh,Anne Wong,Barbara Stubbs,Maria Mylopoulos +6 more
TLDR
It is suggested that faculty developer competence is best understood as a situated construct because a faculty developer’s ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed.Abstract:
Purpose Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers' roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. Method A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Results Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. Conclusions These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer's ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.read more
Citations
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Developing Faculty to Teach with Technology: Themes from the Literature.
Eric Belt,Patrick R. Lowenthal +1 more
TL;DR: The authors conducted a review of the literature to identify some best practices on how to develop faculty to teach with technology in the literature and found that mentorship and faculty-teaching-faculty are effective strategies.
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The COVID-19 pandemic and nurses' attitudes toward death
Maria Filomena Passos Teixeira Cardoso,Maria Filomena Passos Teixeira Cardoso,Maria Manuela Ferreira Pereira da Silva Martins,Letícia de Lima Trindade,Olga Maria Pimenta Lopes Ribeiro,Esmeralda Faria Fonseca +5 more
TL;DR: In this paper, the authors analyzed nurses' attitudes toward death in a hospital context after the critical period of the COVID-19 pandemic in Portugal, and found that nurses most frequently agreed with the statements concerning the Neutral/Neutrality Acceptance and Fear.
Journal ArticleDOI
Reframing faculty development practice and research through the lens of adaptive expertise.
TL;DR: In this article, the goal of faculty development is to provide faculty members with the skills relevant to their institutional setting and faculty position, and to provide them with the knowledge relevant to the role of their institution and position.
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Learning in Faculty Development: The Role of Social Networks.
Heather L. Buckley,Laura Nimmon +1 more
TL;DR: Faculty developers should consider faculty's degree of social embeddedness in their professional social networks, as the study suggests this may influence their learning about teaching.
Journal ArticleDOI
Developing Faculty to Provide University Students with Improved Learning Experiences: The Role of Centers for Teaching and Learning
TL;DR: In this article, the importance of incorporating faculty development as a key priority of higher education institutions is addressed, and a literature review and some face-to-face and online interviews were conducted at various U.S. institutions, to identify common and best practices regarding this important matter.
References
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Professional Development and Teacher Learning: Mapping the Terrain
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In search of the essence of a good teacher: towards a more holistic approach in teacher education
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A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8.
Yvonne Steinert,Karen Mann,Angel Centeno,Diana H. J. M. Dolmans,John Spencer,Mark H. Gelula,David Prideaux +6 more
TL;DR: In this paper, the authors synthesize the existing evidence that addresses the question: "What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?"
Journal Article
A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8
Yvonne Steinert,Karen Mann,Angel Centeno,Diana H. J. M. Dolmans,John Spencer,Mark H. Gelula,David Prideaux +6 more
TL;DR: In this article, the authors synthesize the existing evidence that addresses the question: "What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?"