Medicine, Dentistry and Veterinary Medicine 1 Leading Faculty Development Medical Education Workshop Faith Hill School of Medicine University of Southampton.

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Medicine,Dentistry andVeterinary Medicine

Leading Faculty DevelopmentMedical Education Workshop

Faith Hill

School of Medicine

University of Southampton

www.medev.ac.uk

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Faculty Development Models

• Individual deficit model

• Managerial model

• Consultative model

• Other models?

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The Cycle of Faculty Development

Faculty Development

Identify needs

Plan programme

Deliver programme

Feedback & evaluation

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Tensions in Faculty Development

• Tensions between needs of organisation and needs of individuals

• Tensions between large amounts of faculty development for some and spreading thinly for all

• Other tensions?

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Blackmore and Wilson, 2003

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Common tensions in faculty developmentWhere will you position yourself?

Directive Non-directive

Managerial Consultative

Individual Collective

Stretching Nurturing

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Establishing principles within your institutionExample from University of Southampton:

“The School encourages education staff development which is:

• Learner centred (empowering, facilitating and enabling)

• Building on work that has gone before• Embedded• Avoiding duplication of effort• Providing proactive, transformational leadership”

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Identify strategic direction

‘Consultation and participation with key stakeholders is essential to help determine strategic direction for faculty development’

Hill and Stephens, 2004

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Involve students - focus on student needs

• A student centred approach can help overcome many of the tensions in faculty development

• Involving students in the process of faculty development can be extremely useful

( Note to facilitator: Add photo here of students in your institution)

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References and useful reading

• Baume, D & Kahn, P (2004) Enhancing Staff and Educational Development, Routledge Farmer

• Blackmore, P & Wilson, A (2003) Induction guidelines for incoming head of staff /educational development. HESDA Briefing paper 108

• Hill, F & Stephens, C (2004) Negotiating strategic direction for education staff development: the Southampton experience. Medical Teacher 26;7; 645-649

• Hill,F and Stephens, C (2005) Building leadership capacity in medical education. Medical Teacher; 27; 145-149

• Dennick, R (2003) Long-term retention of teaching skills after attending the Teacher Improvement Project. Medical Teacher 25;3; 314-318

• Steinert, Y et al (2005) Faculty development for teaching and evaluating professionalism. Medical Education 39; 127-136

• Wall, D & McAleer, S (2000) Teaching the consultant teachers: identifying the core content. Medical Education 34; 131-138

www.medev.ac.uk