La culture du perfectionnement du corps professoral : la perspective des chefs de file au Canada

Background: Although the word culture is frequently mentioned in research on faculty development (FD), the concept is rarely explored. This research aimed to examine the culture of FD in Canada, through the eyes of leaders of FD in the health professions.  Studying culture can help reveal the practices and implicit systems of beliefs and values that, when made explicit, could enhance programming. Method: FD leaders from all Canadian medical schools were invited to participate in semi-structured telephone interviews between November 2016 and March 2017. The researchers used a constructivist methodology and theoretical framework located within cultural studies, borrowing from phenomenological inquiry to move beyond descriptions to interpretations of participants’ perceptions. Constant comparison was used to conduct a thematic analysis within and across participants’ interview transcripts. Results: Fifteen FD leaders, representing 88% of medical schools (15/17) in Canada, participated in this study. Four themes characterized the culture of FD: balancing competing voices and priorities; cultivating relationships and networks; promoting active, practice-based learning; and negotiating recognition. Conclusion:  Although the culture of FD may vary from context to context, this study revealed shared values, practices, and beliefs, focused on the continuous improvement of individual and collective abilities and the attainment of excellence.Contexte : Culture est un mot qui revient souvent dans les études sur le perfectionnement du corps professoral (PCP) et pourtant, le concept en soi est rarement exploré. Notre objectif était d’examiner cette culture dans le contexte canadien du point de vue des chefs de file du perfectionnement du corps professoral dans les professions de la santé. En mettant en évidence les pratiques et les systèmes implicites de croyances et de valeurs, une telle analyse de la culture du PCP peut contribuer à l’amélioration des programmes. Méthode : Des chefs de file du PCP de toutes les facultés de médecine canadiennes ont été invités à participer à des entretiens téléphoniques semi-structurés entre novembre 2016 et mars 2017. Les chercheurs ont utilisé une méthodologie et un cadre théorique constructivistes s’inscrivant dans les études culturelles, ainsi qu’une approche phénoménologique pour aller au-delà de la description et s’engager dans une interprétation des perceptions des participants. Nous avons effectué à une comparaison systématique dans le cadre de l’analyse thématique individuelle et transversale des transcriptions d’entretiens. Résultats : Quinze leaders du PCP, représentant 88 % des facultés de médecine (15/17) au Canada, ont participé à cette étude. Quatre thèmes caractérisent la culture du PCP : concilier les voix et les priorités divergentes; cultiver les relations et les réseaux; promouvoir l’apprentissage actif et basé sur la pratique, et faciliter la reconnaissance.  Conclusion : Bien que la culture du PCP varie selon le contexte, cette étude a révélé l’existence de valeurs, de pratiques et de croyances communes axées sur l’amélioration continue des capacités individuelles et collectives et sur l’atteinte de l’excellence

Twelve tips for implementing a community of practice for faculty development

Teaching and learning practices often fail to incorporate new concepts in the ever-evolving field of medical education. Although medical education research provides new insights into curricular development, learners' engagement, assessment methods, professional development, interprofessional education, and so forth, faculty members often struggle to modernize their teaching practices. Communities of practice (CoP) for faculty development offer an effective and sustainable approach for knowledge management and implementation of best practices. A successful CoP creates and shares knowledge in the context of a specific practice toward the development of expertise. CoPs' collaborative nature, based on the co-creation of practical solutions to daily problems, aligns well with the goals of applying best practices in health professions education and training new faculty members. In our article, we share 12 tips for implementing a community of practice for faculty development. The tips were based on a comprehensive literature review and the authors' experiences

Linking leadership development programs for physicians with organization-level outcomes:a realist review

Background: Hospitals invest in Leadership Development Programs (LDPs) for physicians, assuming they benefit the organization’s performance. Researchers have listed the advantages of LDPs, but knowledge of how and why organization-level outcomes are achieved is missing. Objective: To investigate how, why and under which circumstances LDPs for physicians can impact organization-level outcomes. Methods: We conducted a realist review, following the RAMESES guidelines. Scientific articles and grey literature published between January 2010 and March 2021 evaluating a leadership intervention for physicians in the hospital setting were considered for inclusion. The following databases were searched: Medline, PsycInfo, ERIC, Web of Science, and Academic Search Premier. Based on the included documents, we developed a LDP middle-range program theory (MRPT) consisting of Context-Mechanism-Outcome configurations (CMOs) describing how specific contexts (C) trigger certain mechanisms (M) to generate organization-level outcomes (O). Results: In total, 3904 titles and abstracts and, subsequently, 100 full-text documents were inspected; 38 documents with LDPs from multiple countries informed our MRPT. The MRPT includes five CMOs that describe how LDPs can impact the organization-level outcomes categories ‘culture’, ‘quality improvement’, and ‘the leadership pipeline’: 'Acquiring self-insight and people skills (CMO1)', 'Intentionally building professional networks (CMO2)', 'Supporting quality improvement projects (CMO3)', 'Tailored LDP content prepares physicians (CMO4)', and 'Valuing physician leaders and organizational commitment (CMO5)'. Culture was the outcome of CMO1 and CMO2, quality improvement of CMO2 and CMO3, and the leadership pipeline of CMO2, CMO4, and CMO5. These CMOs operated within an overarching context, the leadership ecosystem, that determined realizing and sustaining organization-level outcomes. Conclusions: LDPs benefit organization-level outcomes through multiple mechanisms. Creating the contexts to trigger these mechanisms depends on the resources invested in LDPs and adequately supporting physicians. LDP providers can use the presented MRPT to guide the development of LDPs when aiming for specific organization-level outcomes.</p

Collaboration between Librarians and Learning Technologists to enhance the learning of health sciences students.

Collaboration between Librarians and Learning Technologists at Bournemouth University (BU) has been stimulated and cemented by Pathfinder funding from the Higher Education Academy. This paper will consider four case studies collected as part of the eRes Project that describe the use of Web 2.0 technologies in the School of Health and Social Care at BU. The project aimed to enhance the student learning experience in an increasingly electronic environment. This was achieved by developing and disseminating innovative pedagogical frameworks, bringing together learning activities and academically led quality e-resources within the unit of study. An e-reading strategy which encompasses models for resource discovery and e-literacy was developed, drawing on the experiences and findings of the case studies. Issues considered in this paper will include accessing academic electronic reading materials and using a social bookmarking tool integrated within BU’s virtual learning environment with students studying away from the main campus. Additionally the paper will consider how technology can be used to motivate students, especially in large groups and how it can be used to engage students with a subject perceived as “dry” or “difficult”. The rich possibilities of health science materials can be exploited more fully using new technologies embedded within the curriculum

The “problem” junior: whose problem is it?

When working with “problem” learners, clinical teachers often feel at a loss as to how to tackle the difficulties. This article offers guidance on how to do thi

Commentary: faculty development: the road less traveled. Acad Med

Abstract The 2020 Vision of Faculty Development Across the Medical Education Continuum conference, and the resulting articles in this issue, addressed a number of topics related to the future of faculty development. Focusing primarily on the development of faculty members as teachers, conference participants debated issues related to core teaching competencies, barriers to effective teaching, competency-based assessment, relationship-centered care, the hidden curriculum that faculty members encounter, instructional technologies, continuing medical education, and research on faculty development