Providing Diverse Trainees an Early and Transparent Introduction to Academic Appointment and Promotion Processes.

IntroductionThe growth in number of medical schools and increased numbers of faculty tracks have combined with evolving criteria for promotion to trigger a call for greater transparency of academic appointment and promotion processes. Most vulnerable to confusion about these changes are first-generation and diverse medical students and residents, the upstream pipeline of the academic medicine workforce. Diverse medical students have expressed diminished interest in academia because of perceived obstacles in appointment and promotion processes.MethodsThis workshop was designed to utilize didactics and career reflection exercises to help trainees learn: (1) how to define core terms related to academic appointment and promotion processes, (2) how to compare data elements for different CVs and portfolios, (3) common steps in submitting a promotion package, and (4) that they can immediately begin to document content for academic CVs, portfolios, and promotion packages.ResultsOne hundred forty-five diverse participants completed an evaluation at eight conferences across the U.S. More than 90% strongly agreed or agreed that the aforementioned objectives were met. Participants commented that the workshop was "illuminating," was "very informative," and "provided an inside look of how faculty are evaluated." Results showed an immediate impact on participants' self-reported confidence to negotiate appointment and promotion processes.DiscussionIncreases in self-rated confidence to negotiate appointment and promotion processes may help sustain trainees' interest in becoming future faculty. Further monitoring will be needed to determine if early exposure to these concepts improves probability of seeking, obtaining, and maintaining appointments

Why are you here? Needs analysis of an interprofessional health-education graduate degree program

Little is known about the nature of faculty development that is needed to meet calls for a focus on quality and safety with particular attention to the power of interprofessional collaborative practice. Through grounded-theory methodology, the authors describe the motivation and needs of 20 educator/clinicians in multiple disciplines who chose to enroll in an explicitly interprofessional master’s program in health profession education. The results, derived from axial coding described by Strauss and Corbin, revealed that faculty pursue such postprofessional master’s degrees out of a desire to be better prepared for their roles as educators. A hybrid-delivery model on campus and online provided access to graduate degrees while protecting the ability of participants to remain in current positions. The added benefit of a community of practice related to evidence-based and innovative models of education was valued by participants. Authentic, project-based learning and assessment supported their advancement in home institutions and systems. The experience was described by participants as a disruptive innovation that helped them attain their goal of leadership in health profession education

Doing Democracy: How a Network of Grassroots Organizations Is Strengthening Community, Building Capacity, and Shaping a New Kind of Civic Education

This Kettering Foundation report examines a burgeoning network of organizations that is inventing new forms of community renewal and citizenship education. Their names vary -- some call themselves public policy institutes, others centers for civic life -- yet they share a common methodology, one aimed at tackling tough public issues, strengthening communities, and nurturing people's capacities to participate and make common cause.Today, there are more than 50 of these centers operating in almost every state in the union, most of them affiliated with institutions of higher learning. Except for a handful that are freestanding, the centers combine the best of what colleges and universities provide -- civics courses, leadership development, service-learning programs, community-based research -- with the kinds of hands-on, collaborative problem solving traditionally done by nongovernmental organizations. Because they operate at the intersection of the campus and the community, their impact extends to both: they nurture and sustain public life while at the same time enriching higher education

Developing skills in providing outreach programs: Construction and use of the POSE (Performance of Outreach Skills Evaluation) rubric.

Rubrics, commonly used in classroom assessment, can be beneficial in assessing the performance of counseling outreach and presentation skills. A rubric to assess how well graduate students in counseling learned and demonstrated outreach presentation skills was developed. The development of the rubric is described, along with results of the evaluation of the rubric. Suggestions for a variety of uses of rubrics in the college counseling center context, as well as in counselor education, are presented

Acknowledging and Addressing Microaggressions: A Virtual Experiential Learning Approach for Faculty.

INTRODUCTION: Although the ACGME and other accrediting organizations are increasingly emphasizing the importance of clinical learning environments that value diversity, equity, and inclusion, faculty development surrounding behavioral skills that promote inclusivity in the learning environment still needs cultivation. We designed a virtual longitudinal faculty development curriculum focused on direct observation, feedback, and practice of behavioral skills to acknowledge and address microaggressions in the learning environment. METHODS: We used Kerns six steps of curriculum development to create four voluntary virtual workshops offered twice throughout the academic year, with topics including: (1) recognizing and naming microaggressions, (2) apologizing when harm has been experienced, (3) setting expectations surrounding microaggressions, and (4) debriefing microaggressions. Participant learners included residency program directors, associate program directors, and other leaders across all medical and surgical departments from one institution. RESULTS: Thirty-one faculty from 10 departments participated in this yearlong curriculum. Pre- and postworkshop surveys analyzed participants self-assessments of confidence and comfort in applying learned skills. Participants were more confident in openly naming bias, delivering expectations surrounding microaggressions, and debriefing microaggressions with learners. Participants also reported greater comfort in apologizing to learners when harm has occurred in public, in person, and electronically. DISCUSSION: To create an inclusive learning environment, faculty can increase their comfort and confidence with addressing bias and microaggressions through practice and feedback. Our curriculum demonstrates how experiential learning allows for continual practice to solidify a new skill

Facilitating an experiential group in an educational environment: Managing dual relationships

The significant benefit of experiential learning in group work presents ethical complexities that must be considered by students, faculty, and programs. This article explores the clinical and ethical intricacies of teaching a group counseling course while facilitating an experiential group as part of the course curriculum. Specifically, the framework presented examines the dual roles of facilitator and instructor as complementary versus adversarial functions while analyzing challenges to both teacher and students. Guidelines for effectively running an experiential group as part of a group counseling course are presented utilizing five ethical principles: fidelity, beneficence, nonmaleficence, autonomy, and justice. Finally, guidelines and practice considerations specifically tailored for the educative role as instructor and the process role as group facilitator are provided

Telementoring for remote simulation instructor training and faculty development using telesimulation

Publisher Copyright: © Author(s) (or their employer(s)) 2020. No commercial re-use. See rights and permissions. Published by BMJ. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.Introduction: Simulation-based training is essential for high-quality medical care, but it requires access to equipment and expertise. Technology can facilitate connecting educators to training in simulation. We aimed to explore the use of remote simulation faculty development in Latvia using telesimulation and telementoring with an experienced debriefer located in the USA. Methods: This was a prospective, simulation-based longitudinal study. Over the course of 16 months, a remote simulation instructor (RI) from the USA and a local instructor (LI) in Latvia cofacilitated with teleconferencing. Responsibility gradually transitioned from the RI to the LI. At the end of each session, students completed the Debriefing Assessment for Simulation in Healthcare (DASH) student version form (DASH-SV) and a general feedback form, and the LI completed the instructor version of the DASH form (DASH-IV). Outcome measures were the changes in DASH scores over time. Results: A total of eight simulation sessions were cofacilitated of 16 months. As the role of the LI increased over time, the debrief quality measured with the DASH-IV did not change significantly (from 89 to 87), although the DASH-SV score decreased from a total median score of 89 (IQR 86-98) to 80 (IQR 78-85) (p=0.005). Conclusion: In this study, telementoring with telesimulations resulted in high-quality debriefing. The quality - perceived by the students - was higher with the involvement of the remote instructor and declined during the transition to the LI. This concept requires further investigation and could potentially build local simulation expertise promoting sustainability of high-quality simulation.Peer reviewe

Access in Book History Methodology and Pedagogy: Report from the “Touch to See” Workshop

This article theorizes methodological transparency in intersections of book history and pedagogy. To illuminate the intersections of accessible pedagogy and liberation bibliography, I describe the process of planning and conducting an archive-based workshop submitted to the Bibliographical Society of America. The workshop focuses on one book object: an 1836 New Testament embossed in raised roman letters meant to be read by the fingers of low-vision and blind students. The workshop especially seeks to reach community and traditionally nonacademic spaces, both virtual and on-site. Workshop participants discuss and reflect on the relationships among education access, disability history, and the book as a material object. We emphasize the merging of method with material: in the same way that the embossed book attempted to make literacy accessible to blind and low-vision readers, this workshop must be accessible to a range of participants and tailored to the individual needs and preferences of those registered. Reflecting on the planning, conducting, and aftermath of this workshop, I suggest that the workshop potentially merges disability pedagogy and liberation bibliography: interdependence is not only acknowledged but also privileged; hierarchies are not only identified but also unpacked; and knowledge is made rather than received. I build this theorization from participant’s contributions, feedback, and meta-reflections that assess the workshop on multiple levels, from access to content. (In the issue section Uncovering Labor

Creating Teaching Opportunities for STEM Future Faculty Development

Graduate school is an important time for future faculty to develop teaching skills, but teaching opportunities are limited. Discipline-related course work and research do not provide the pedagogy, strategies, and skills to effectively teach and compete for higher education jobs. As future faculty, graduate students will influence the future of science, technology, engineering, and mathematics (STEM) education through their teaching. The purpose of this case study was to examine future faculty’s (graduate students’) perceived teaching development during a semester-long STEM teaching development course. Findings included STEM future faculty’s teaching confidence and skill development in instructional design, preparation, and facilitation; greater development in skill awareness than student awareness and self-awareness; and a focus on knowledge-centered learning environments for future classroom teaching experiences