Capacity Building for Academic Excellence Khalid A. Bin Abdulrahman MD, DPHC, ABFM, MHSc (MEd) Director of Medical Education Center 28/ 3 / 1424 ( 29

Capacity Building for Academic Excellence

Khalid A. Bin AbdulrahmanMD, DPHC, ABFM, MHSc (MEd)

Director of Medical Education Center28/ 3 / 1424 ( 29 / 5 / 2003 )

Outline of the presentation• What is capacity building?

• Why it is so important?

• Faculty career stages.

• How can you build up your educational

capacity.

• Evaluation of academic performance.

• Take home messages.

What is capacity building activities?

• All activities ( formal and/or informal ) designed to prepare faculty members for their various academic roles and to sustain their productivity and promotion.

• It is a tool for improving the educational vitality & excellence of medical schools

Why it is so important?

• No gene for teaching • Increasing demands are being placed

upon medical school faculty members to be creative and effective teachers, successful investigators, and productive clinicians.

• Professional values & Islamic ethics

CME VS Faculty Development• CME is a continuing process that involves

practicing physicians, practice environments, learning resources, and interventions designed to improve the ability of physicians to provide better medical care to patients

Faculty Development• FD is a continuing process that involves

activities designed to improve medical teachers’ knowledge and skills and to sustain their vitality both now and in the future in areas considered essential to the performance of a faculty member in a department or residency program.

Faculty career stages

A model of chronological stages of teacher development has been described by Batty HP and Rubenstein W ( U of T 1997 )

Faculty career stagesStage one:( Junior faculty ) age 30 – 35

• Enthusiasm

• Lack of experience

• Instability

Faculty career stagesStage two:Career maturity ( 35 – 45 )

• Productivity

• In focus

• Early stage of professorship

• National / regional links

• Social obligation

Faculty career stages

Stage three:Seniority ( 45-55 )

• Professorship

• Professional focus

• International links

• More social obligation

Stage four:

Final phase ( 55-65)Generatively / Experience transfer

* Supporting students and other faculty to reach their own full potentials in clinical practice, teaching, administration and research.

Stagnation:• Frustration• Lack of productivity

Final focus* Develop or expand interests outside of

medicine

FD needs assessment survey

McGill university (Acad Med 1997; 72(6):558-559 ) :

• Improving lecturing skills,

• Using computers for medical informatics and

• The preparation of audiovisual aids,

• Clinical teaching ( including ambulatory and office teaching )

• Non-teaching activities (including research and administration),

• Small-group teaching, evaluation of students and residents, and

• Giving effective feedback

Academic learning needs1. INSTRUCTIONAL DEVELOPMENT

2. PROFESSIONAL DEVELOPMENT

3. LEADERSHIP DEVELOPMENT

4. ORGANIZATIONAL DEVELOPMENT

5. RESEARCH DEVELOPMENT

INSTRUCTIONAL DEVELOPMENT

Lecturing skills

• The purpose of the lecture

• The context of the lecture

• What do students require of a lecture

• Preparing the lecture

• Presenting the lecture

• What additional techniques are available?

• When things go wrong

• Evaluating the lecture

Helping students learn• learning cycle

• Principle of adults learning

• Learning more effectively

• SDL & CBL

• Taxonomy (classification) of educational objectives

• How to act as a catalyst, and not as an obstacle, for learning

Preparing teaching materials• Types of teaching/learning aids

*The whiteboard

*The overhead projector

*The slide projector

*LCD/Data show projector

*Video and films

*Flip charts

*Printed materials

*Simulated materials and plastic models

- Evaluating teaching learning material

Teaching practical & clinical skills• The attributes of an effective clinical

teacher• Improving ward-based teaching• Ambulatory-based teaching• Improving the clinical tutorial• Improving communication &

consultation skills

• Alternatives to traditional ward teaching

• Techniques for teaching particular practical and clinical skills

• Evaluating clinical and practical teaching

• Application of medical ethics

Tutoring in small groups• The importance and merits of small group

tutorials

• How to conduct and manage a small group tutorial?

• Group dynamics

• Formative evaluation in small group tutorials

*self evaluation*peer evaluation*tutor evaluation of the group *group evaluation of the tutor*evaluation of the educational

material in the session• When things go wrong

Planning a course or curriculum

• Objectives and course design

• Formulating objectives

• Relating objectives to teaching and learning activities

• Relating objectives to assessment methods

• Sequencing and organizing the course

• Traditional versus innovative curricula

• Evaluating the course

Students assessment• The purposes of students assessment• - Types of assessment

(formative/summative)• Assessment methods

*oral*written*structured (clinical/practical)*self assessment

*portfalio• Reporting results

Leadership & health administration

• Management & Administration, differences and merits

• Leadership styles (transactional, transforming, and moral)

• How to develop a personal/institutional vision

• How to state policies

• Planning (operational, tactical, and strategic)

• Organization & supervision

• Change management

• Information management

• Time management

• Effective meeting

• Hospital management

• Continuous Quality Improvement (CQI)

• Human resource policy and planning

How can you build up your educational capacity

A. Internal motivation:

• Self-assessment

• Self building

• Learning contract

B. External:

• Active participation in all existing FD activities

• ME courses & meetings

• Balance between:

* Academic

* Clinical

* Research

* Personal & socials needs / obligations

N. B : Education is first

Evaluation of academic performance

• Self- evaluation:

* check list

* portfolio

• Peer evaluation

• Students evaluation

• External evaluation

Take home messages• There is no gene for teaching

• The primary role of medical teacher is teaching

• Self motivation & satisfaction are important for sustaining education productivity

• Faculty promotion policy has to put more emphasis on education productivity

Thank you for listening