As of August 2020, AMEE are using a new contact database. If you are logging in for the first time, please note that your login details have been refreshed and your email address is now your username. Please select 'Forgotten Password' the first time you try and login

Faculty development through an organisational lens

Presenters: Klodiana Kolomitro, Associate Vice-Principle (Teaching and Learning), Queens University, Canada; Joanne Hamilton, Director, Office of Educational and Faculty Development, Rady Faculty of Health Sciences, University of Manitoba, Canada.

February 2022.

Introduction
Faculty development (FD) is a critical strategy that supports faculty members performing their varying roles in health professions education (HPE). FD should be programmatic and conducted systematically to provide longitudinal support for educators. However, the consistency and effectiveness of FD often depends on organizational factors. Therefore, while faculty developers need to employ various FD methods, to be successful they also need deeper understanding of the organizational factors affecting FD practice.

This webinar presents two prominent scholars who will explore FD using Bolman and Deal’s four frames of organizations, focusing on symbolic, political, structural and human resource factors that influenced FD practice in the Canadian setting. The findings highlight the role of the FD unit, the importance of FD visibility, the responsive expansion of FD practice, and the role leadership and policy can have on human resources for FD.  

Educational Needs or Gaps to be Addressed
FD should be programmatic and conducted systematically to provide longitudinal support for educators. However, the consistency and effectiveness of FD often depends on organizational factors. Therefore, while faculty developers need to employ various FD methods, to be successful they also need deeper understanding of the organizational factors affecting FD practice.

Aim/Learning Objectives
In this webinar the four frames of organizations, focusing on symbolic, political, structural and human resource factors in FD context will be discussed.  

Format and Interactivity
Webinar with QA session. Each presenter will present for 15-20 minutes and followed by discussion and QA for 20-30 minutes. During the presentation, the AMEE FacDev committee team will help to moderate the chatroom.

Anticipated Outcomes
By the end of this webinar, the participants are expected to be able to explain the role of the FD unit, the importance of FD visibility, the responsive expansion of FD practice, and the role leadership and policy can have on human resources for FD.  
 
Target Audience
This webinar will be beneficial for health professions education leaders, health professions educations teachers and scholars in general, and faculty developers and scholars in particular.

Access the recording for free here


Designing Faculty Development Programmes

Presenter:  Clare Morris, Barts & The London School of Medicine and Dentistry Queen Mary University London, UK

Summary: This webinar focusses on design decision for faculty development programmes. The emphasis will be upon programmes that run over a period of time, whether as linked ‘one-off’ workshops or more intensive, award bearing longitudinal programmes. The examples used will draw on ways of working with medical and dental educators, in clinical workplaces as well as those in more formal settings.
The webinar aims to illustrate how teaching, learning and assessment methods can be aligned to offer meaningful professional learning for healthcare educators.
The webinar is aimed primarily at those interested in /involved in faculty development, but may also appeal to those with interests in curriculum design. 

An AMEE Faculty Development Webinar

Access archive
 

Comparing and Contrasting: Continuing Professional Development and Faculty Development

In association with the AMEE CPD Committee, the AMEE Faculty Development Committee and the Society for Academic Continuing Medical Education (SACME)

Presenters:  Ivan Silver, Department of Psychiatry at the University of Toronto, Canada co-presented with Karen Leslie, Department of Paediatrics and the Centre for Faculty Development, University of Toronto

Summary: We are very pleased to present this special joint Faculty Development/Continuing Professional Development webinar co-hosted by both the FD and CPD committees of AMEE. 

Faculty Development and Continuing Professional Development programs have had parallel and overlapping histories and areas of focus at medical schools in the past 50 years. During the session we will first review the history of each of these education fields and then highlight their shared elements and their differences in target audience, purpose, pedagogy and scholarship. We will then examine the opportunities for these two fields to intersect and to compliment each other to foster system change and use pooled practice and teaching evaluation data to foster performance improvement and continuing professional competence. 

Access archive

Creating a culture of quality clinical supervision: Using peer support process to develop your clinical supervision practice

Presenter:  Narelle Campbell, Flinders University, Northern Territory and Helen Wozniak, The University of Queensland

Summary: Clinical supervisors typically learn to teach on the job or by participating in formal faculty development. Opportunities to refine their skills through workplace feedback are limited. Adopting a workplace-based structured peer support process contextualised to the needs of the supervisor offers an innovative solution to improving teaching. It fills the gap between theory and practice, can promote enhancements in the quality of education, and enrich the supervisory culture.

Aim of the webinar:  The webinar will introduce participants to an evidence-based collaborative interprofessional peer support process involving self-reflection and peer observation. After attending this webinar participants will recognise the peer support clinical supervision process as an effective faculty development strategy that can strengthen the quality of their workplace supervision. They will understand the evidence informing the components of the process. The webinar includes time to engage with the free online resources and peer support tool in a simulated process.

The webinar is aimed at any health professional with supervisory responsibilities, regardless of level of experience or workplace context. It will also be valuable for managers wishing to promote the development of effective teaching and learning within their team including vocational level training pathways, and university-based faculty who support clinical educators.

An AMEE Faculty Development Committee Webinar

Access archive

Wake up! We need to talk about teacher identity

In association with the AMEE Faculty Development Committee

Presenter: Professor Peter Cantillon, National University of Ireland, Galway

Summary: Identity is not just important in terms of who we think we are, it also defines what we do. The scholarship of teacher identity in the health professions is small compared to the vast literature on professional identity formation, yet teacher identity is a vital consideration for faculty developers and for anyone looking to develop as a teacher.

This webinar will reveal what is known about teacher identity in the health professions and will focus in particular on the contingent nature of teacher identity in academic and clinical workplaces.The webinar will cover frameworks for thinking about identity and will offer solutions for shoring up teacher identity in academic and clinical workplaces.

Access archive

Do reasons behind program evaluation matter? How different evaluation priorities construct boundaries for evaluation questions

Presenters: Betty Onyura, Centre for Faculty Development, Unity Health Toronto and the Department of Family & Community Medicine, Toronto

Summary: Do the reasons why one seeks to evaluate an educational intervention matter? There are diverse and sometimes competing, rationale for engaging in program evaluation. Join us for a theoretically informed discussion on how different priorities for evaluation use can impact the scope, methods and impact of your evaluation practices.

Supporting references
Access archive

Exploring the how, what and why of mentoring

Presenters: Lianne Loosveld & Pascal Van Gerven, Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands

In association with the AMEE Faculty Development Committee

Summary: In this webinar we would like to explore the ‘how, what and why’ of mentoring. Mentoring is an inherently personal role, and mentors receiving the same theoretical role description might be completely different mentors in practice.

During this webinar we would like to offer a small look on the theoretical side of mentoring, but our primary aim is to have a discussion about what mentoring entails for individual mentors. Discussions will be supported by four propositions that, depending on the number of participants, will be discussed plenary or in smaller groups, and in case of a large audience via voting options in Zoom.

We want to support mentors in discovering that there usually is not ‘one correct way to mentor’ but that the chosen mentoring approach in a given situation depends on for example mentors’ personal goals and norms, practical experience and knowledge coming from formal education such as faculty development.

A part of the webinar will also be dedicated to research on ways of mentoring and how to support mentors in discovering which way of mentoring works for them via faculty development.

Target Audience: Mentors, faculty developers, mentor program coordinators.

0900 hrs (GMT) Presentation -  Access archive

1600 hrs (GMT)  Presentation - Access archive

Twitter_001 facebook_001 Google_Plus_001 Linkedin_001 YouTube_001