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Os desafios da educação permanente: a experiência do curso de Medicina da Universidade Estadual de Londrina; The challenge of faculty development: the experience of the medical school at the State University of Londrina

FARIA, Maria José Sparça Salles de; NUNES, Elisabete de Fátima Polo de Almeida; ANASTASIOU, Lea; SAKAI, Marcia Hiromi; SILVA, Vera Lúcia Menezes da
Fonte: Associação Brasileira de Educação Médica Publicador: Associação Brasileira de Educação Médica
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
57.424976%
Na prática docente, verifica-se que o corpo de professores detém um alto nível de conhecimento técnico-científico, que se contrapõe às deficiências em sua formação didático-pedagógica, o que leva a resistência às mudanças. Este artigo apresenta os desafios enfrentados no processo de implementação de um projeto de educação permanente dos professores que atuam no curso de Medicina da Universidade Estadual de Londrina, com vistas ao desenvolvimento de uma prática pedagógica que leve em conta a realidade humana em toda a sua complexidade e diversidade. Para isso,foi realizado um curso deformação básica para professores-tutores, desenvolvido em três etapas e que possibilitou aos participantes a vivência da ABP. Além disso, foi constituído um grupo de estudos para refletir sobre temas relacionados à prática pedagógica docente, com uma assessoria pedagógica. Este grupo foi denominado Grupo de Estudos Seqüenciais, e o resultado esperado é a formação de multiplicadores. A superação dos desafios do processo de profissionalização do docente médico requer que se avaliem constantemente todas as iniciativas implantadas, pois este processo de acompanhamento auxiliará um aperfeiçoamento contínuo.; Faculty staff of undergraduate medical school has usually a high level of techno-scientific knowledge but deficient didactic and pedagogical competences...

Faculty development in Canadian medical schools: a 10-year update

McLeod, P J; Steinert, Y; Nasmith, L; Conochie, L
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 15/05/1997 Português
Relevância na Pesquisa
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OBJECTIVE: To compare the current status of faculty development practices in Canadian medical schools with the status of such practices in 1986. DESIGN: Mail survey. SETTING: All 16 Canadian medical schools. PARTICIPANTS: Faculty development coordinators at the medical schools. OUTCOME MEASURES: Existence of faculty development committees, funding for faculty development activities, types of activities and recognition of faculty participation in such activities. RESULTS: Completed responses were received from all schools. They indicated a significant, positive evolution in faculty development since the previous survey, conducted in 1986. Most schools have established a faculty development committee and provide funds for such activities as workshops, sabbatical leaves and conference attendance. Although traditional development practices are prevalent, there is now widespread emphasis on computer technology, information retrieval, management skills and research. Experienced faculty and other experts are more widely used for consultation on teaching. Very little has been done to evaluate the impact of faculty development. CONCLUSION: Faculty development in Canadian medical schools has undergone a major, positive transition during the last 10 years.

A Comprehensive Approach to Faculty Development

Boucher, Bradley A.; Chyka, Peter J.; Fitzgerald, Walter L.; Hak, Lawrence J.; Miller, Duane D.; Parker, Robert B.; Phelps, Stephanie J.; Wood, George C.; Gourley, Dick R.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 15/04/2006 Português
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47.635957%
The purpose of this report was to describe the development, implementation, and outcomes from 3 complementary programs to facilitate the development of faculty members. The Faculty Development Committee (FDC) at the University of Tennessee developed 3 new complementary programs: the Individual Faculty Development Program to encourage faculty members to assess and identify their own specific developmental needs; the Seed Research Grant Program to fund scholarly activities by faculty; and the Technology Support Program to foster financial support of technology upgrades crucial for meeting the research, education, and service needs of faculty members. Eighteen faculty members participated in the Individual Faculty Development Program during the first 2 academic years and all provided positive feedback about their experiences. The Seed Research Grant Program funded 6 projects during its inaugural year. Limited outcome data from these 2 programs are extremely favorable relative to grant submissions and publications, and enhanced educational offerings and evaluations. The Technology Support Fund was initiated in the 2005-2006 academic year. The 3 faculty development programs initiated are offered as examples whereby faculty members are given a high degree of self-determination relative to identifying programs that will effectively contribute to their growth as academicians. Other colleges of pharmacy are encouraged to consider similar initiatives to foster individual faculty development at this critical period of growth within academic pharmacy.

Faculty Development in Canada: A National Survey of Family Medicine Departments

Steinert, Yvonne; Levitt, Cheryl; Lawn, Norma R.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /10/1988 Português
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47.46586%
The authors surveyed 16 Canadian Family Medicine Departments to ascertain the availability and content of faculty development activities. The majority of Departments sponsored some faculty development; they were limited, however, by financial constraints, a lack of available manpower, and time restrictions. Few departments had a specified plan for faculty development. No comprehensive orientation activities were available for new faculty, and little attention was paid to established part-time faculty. Although teaching workshops were the most popular faculty-development activity, most programs were planned on an ad hoc basis. A number of effective local programs were not shared nationally. The authors discuss the implications of these results and the need for greater national and regional co-ordination.

Faculty development in family medicine. A reassessment.

Steinert, Y.
Fonte: College of Family Physicians of Canada Publicador: College of Family Physicians of Canada
Tipo: Artigo de Revista Científica
Publicado em /09/1993 Português
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The 16 Canadian departments of family medicine were surveyed to ascertain the availability and content of faculty development activities. The results suggest numerous changes since 1985 and a strong commitment to faculty development. With the consolidation of many faculty development activities to date, departments should now consider other methods of faculty development, broaden their activities beyond the current emphasis on "teaching skills," examine the possibility of integrating faculty development with faculty evaluation, and conduct more systematic program evaluations.

A Critical Appraisal of and Recommendations for Faculty Development

Guglielmo, B. Joseph; Edwards, David J.; Franks, Andrea S.; Naughton, Cynthia A.; Schonder, Kristine S.; Stamm, Pamela L.; Thornton, Phillip; Popovich, Nicholas G.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 10/08/2011 Português
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The 2009-2010 American Association of Colleges of Pharmacy (AACP) Council of Faculties Faculty Affairs Committee reviewed published literature assessing the scope and outcomes of faculty development for tenure and promotion. Relevant articles were identified via a PubMed search, review of pharmacy education journals, and identification of position papers from major healthcare professions academic organizations. While programs intended to enhance faculty development were described by some healthcare professions, relatively little specific to pharmacy has been published and none of the healthcare professions have adequately evaluated the impact of various faculty-development programs on associated outcomes.

Is faculty development critical to enhance teaching effectiveness?

Bhatnagar, Kavita; Srivastava, Kalpana; Singh, Amarjit
Fonte: Medknow Publications & Media Pvt Ltd Publicador: Medknow Publications & Media Pvt Ltd
Tipo: Artigo de Revista Científica
Publicado em //2010 Português
Relevância na Pesquisa
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India has the highest number of medical colleges in the world and, consequently, the highest number of medical teachers. The unprecedented growth of medical institutions in India in the past two decades has led to a shortage of teachers and created a quality challenge for medical education. In recent years, though medical advances have been understood and adopted by many institutions, the same is not true for educational planning and implementation. There is a need for well-trained faculty who will help improve programs to produce quality graduates. The existing teachers’ training programs are insufficient; both in number and aspects they cover, to meet this demand. Provision of faculty development related to teaching and assessment strategies is widely perceived to be the essential ingredient in the efforts to introduce new curricular approaches and modify the educational environment in academic medicine. Analyses of the outcomes of efforts to revise health professions curricula have identified the availability and effectiveness of faculty development as a predictor of the success or failure of reform initiatives. This article will address faculty development for the purpose of enhancing teaching effectiveness and preparing instructors for potential new roles associated with curriculum changes.

Challenges in Sustaining Faculty Development Programmes: Lessons Learnt from More Than Twenty Years of Trying

Jaafar, Rogayah
Fonte: Penerbit Universiti Sains Malaysia Publicador: Penerbit Universiti Sains Malaysia
Tipo: Artigo de Revista Científica
Publicado em /05/2008 Português
Relevância na Pesquisa
47.336343%
Faculty Development Programme (FDP) encompasses all the activities that help faculty members to improve their capacity to become more effective instructors as well as to perform other components of their multi faceted tasks such as conducting research, contributing to administrative activities and writing publishable materials (Jason, 1980). It is a tool for improving the educational vitality of our institutions through attention to the competencies needed by individual teachers and to the institutional policies required to promote academic excellence (Wilkerson, Irby, 1998). One of the main long term objectives of FDP in the medical and health sciences field, is the preparation of excellent teachers who will in turn be able to train and mentor future generations of excellent health workers who will be able to provide excellent health care services to patients and the community to improve health outcomes and quality of life. Therefore, it is imperative that educational institutions start the loop by offering sound and relevant FDP for its teaching fraternity. For successful faculty development to happen, changes must take place at three basic levels ie attitudes, process and structure. There must also be serious efforts to identify areas of needs of the targeted programme participants at needs assessment. The School of Medical Sciences...

Perspectives on faculty development: aiming for 6/6 by 2020

Steinert, Yvonne
Fonte: Bohn Stafleu van Loghum Publicador: Bohn Stafleu van Loghum
Tipo: Artigo de Revista Científica
Português
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Faculty development has a key role to play in individual and organizational development. This perspective on faculty development, which builds on the 2020 Vision of Faculty Development Across the Medical Education Continuum Conference and the First International Conference on Faculty Development in the Health Professions, describes six recommendations that we should consider as the field of faculty development moves forward: grounding faculty development in a theoretical framework; broadening the focus of faculty development to address the various roles that clinicians and basic scientists play; recognizing the role that faculty development can play in promoting curricular and organizational change; expanding our notion of how faculty members develop and moving beyond formal, structured activities to incorporate notions of work-based learning and communities of practice; making faculty development an expectation for all faculty members; and promoting scholarship in faculty development to ensure that research informs practice. Looking ahead, we should also consider strategies for leading change, collaborate across institutions and international borders, and work together to share lessons learned in research and practice.

A Formal Mentorship Program for Faculty Development

Jackevicius, Cynthia A.; Le, Jennifer; Nazer, Lama; Hess, Karl; Wang, Jeffrey; Law, Anandi V.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 17/06/2014 Português
Relevância na Pesquisa
56.92035%
Objective. To describe the development, implementation, and evaluation of a formal mentorship program at a college of pharmacy.

Engaging External Senior Faculty Members as Faculty Mentors

Haines, Seena L.; Popovich, Nicholas G.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 17/06/2014 Português
Relevância na Pesquisa
57.59303%
A small nonprofit private college with limited resources and a high proportion of junior faculty developed a nontraditional external faculty mentor program in the summer of 2011 in response to the American Association of Colleges of Pharmacy (AACP) faculty survey data regarding the professional development needs of pharmacy faculty members. Experienced faculty members with national reputations from other colleges and schools of pharmacy were hired as consultants to serve as mentors for assigned faculty members. Program goals were to provide directed, individual mentorship for pharmacy practice and basic science faculty members, expand peer review of faculty teaching prowess, and enhance monthly faculty development programming. The latter was based upon the specific needs assessment of the faculty. Program outcomes reported will include faculty satisfaction (AACP faculty survey data) changes over time, achievement of board certification for clinical faculty members and other credentialing, and other benchmarks, eg, publications, grant funding, service engagement (site development, professional organizations), after the implementation of the nontraditional faculty-mentoring program.

A Collaboration Among Health Sciences Schools to Enhance Faculty Development in Teaching

Sicat, Brigitte L.; O’Kane Kreutzer, Kathy; Gary, Judy; Ivey, Carole K.; Marlowe, Elizabeth P.; Pellegrini, Joan M.; Shuford, Veronica P.; Simons, Dianne F.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 17/06/2014 Português
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Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.

A Nontraditional Faculty Development Initiative Using a Social Media Platform

Brock, Tina Penick; Assemi, Mitra; Corelli, Robin L.; El-Ibiary, Shareen Y.; Kavookjian, Jan; Martin, Beth A.; Hudmon, Karen Suchanek
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 17/06/2014 Português
Relevância na Pesquisa
57.09994%
Objective. To assess the outcomes from an 11-year nontraditional professional development activity implemented by female faculty members at several colleges and schools of pharmacy.

Orientating Nonpharmacist Faculty Members to Pharmacy Practice

Clapp, Peter; Calderon, Bianca; Sheridan, Leah; Sucher, Brandon
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 17/06/2014 Português
Relevância na Pesquisa
57.127563%
Objective. To design, implement, and evaluate a faculty development program intended to orient nonpharmacist faculty members to pharmacy practice.

Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

Lancaster, Jason W.; Stein, Susan M.; MacLean, Linda Garrelts; Van Amburgh, Jenny; Persky, Adam M.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 17/06/2014 Português
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Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.

Impact of the Affordable Care Act on Grant-Supported Primary Care Faculty Development

Klink, Kathleen A.; Joice, Sylvia E.; McDevitt, Shannon K.
Fonte: The Accreditation Council for Graduate Medical Education Publicador: The Accreditation Council for Graduate Medical Education
Tipo: Artigo de Revista Científica
Publicado em /09/2014 Português
Relevância na Pesquisa
47.370903%
Health reform requires well-trained primary care physicians with new skills. Teaching faculty need to develop proficiency to deliver care in new models and systems, to lead change, and to teach these skills to the next generation of clinicians. Title VII Section 747 of the Public Health Service Act, modified and reauthorized under the Patient Protection and Affordable Care Act (ACA), is the only federal program that specifically supports the professional development of primary care faculty. We analyzed the effect of the modifications under the ACA on a funding opportunity announcement addressing faculty development needs and attributes of funded applications, including geographic regions. The data offer useful insights to programs interested in tapping sources of support for primary care faculty development. The data also show that targeted federal funding can bring about changes that contribute to an up-to-date, responsive primary care workforce. Title VII programs, as amended by the ACA, focus on curriculum development, teaching in community-based settings, and integrating patient-centered medical home concepts and interprofessional education and practice into the training of the next generation of physicians. These strategies drive change and improve the quality of care and patient outcomes.

A Faculty Development Program Designed for Transformation of Teaching Perspectives

Chamberlain, Susan
Fonte: Quens University Publicador: Quens University
Tipo: Project
Português
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This project presents an educational context in which previous faculty development had failed to lead to consistent use of learner-focused teaching practices. I chose to explore the literature in transformative learning theory and professional development in higher education in order to inform the design of a longitudinal faculty development program that would result in a transformation of teaching perspectives amongst participant medical faculty and the cultivation of a community of practice with a focus on education. After a review of the relevant literature, this project will describe the curriculum for the program, detailing the rationale for the choices made in its development. Finally, I will propose a plan to evaluate the program in order to demonstrate a change in teaching perspective that is exhibited by a change in teaching practices.

Building evaluation capacity within faculty development programs

Luhanga, Ulemu
Fonte: Quens University Publicador: Quens University
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
67.468804%
Within faculty development programs, although evaluations are important, lack of time, resources and knowledge of how to conduct program evaluations are often identified as reasons for the lack of rigorous evaluations being conducted. The purpose of this article is to explore how to build evaluation capacity within faculty development programs. In particular, the article will: (a) review literature that can be used to guide evaluation capacity building (ECB) practice, (b) link ECB guiding practices to faculty development program contexts, and (c) conclude with a discussion about the benefits of engaging in evaluation capacity building within faculty development programs.

Essays on Faculty Development; Beiträge zur Nachwuchsförderung

Muschallik, Julia Christiane
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
Português
Relevância na Pesquisa
47.55424%
Given the need for more systematic faculty development, this thesis focuses on academic mentoring relationships to understand whether and how they can serve as a faculty development strategy. In addition, to widen the view on faculty development strategies, upcoming researchers’ academic career mobility is analyzed. Chapter 2 analyzes the need for more faculty development in the case of economic history. A total of 242 scholars from 59 countries participated in this survey by answering an e-mail questionnaire. The quantitative findings show which countries and regions need more systematic development, and participants were asked to suggest development strategies to promote the field and its researchers. According to the findings, enhancing upcoming researchers’ skill development and fostering their integration into the scientific community should be the core issues of these strategies. Given the need for faculty development strategies, Chapter 3 analyzes what support upcoming researchers perceive in the case of an international e-mentoring program in the field of economic history. Investigating similarities and differences in respect to findings of the traditional mentoring literature, this chapter tries to detect the potentials e-mentoring relationships might have regarding upcoming researchers’ career development. Providing qualitative insights by analyzing mentoring item scales and conversation protocols from 11 mentees...

Logros más alla de los objetivos: evaluación cualitativa de un programa de formación en educación médica; Impact beyond the objectives: a qualitative study of a faculty development program in medical education

Sirhan, Marisol; Leiva Bahamondes, Loreto Evelyn; Triviño, Ximena; Montero, Luz; Moore, Philippa
Fonte: Sociedad Médica de Santiago Publicador: Sociedad Médica de Santiago
Tipo: Artículo de revista
Português
Relevância na Pesquisa
47.52446%
Artículo de publicación Scielo; In medical education there has been increasing emphasis on faculty development programs aimed at the professionalization of teaching and increasing students’ learning. However, these programs have been shown to have an impact beyond improvement in teaching skills. The medical school of the Pontificia Universidad Católica de Chile (EMUC) has been running a faculty development program (DEM) since 2000. Aim: To explore the perception of graduates on the effects of having participated in DEM on their development as teachers and clinicians. Material and Methods: Using an exploratory, descriptive and qualitative design, the 79 teachers who graduated from DEM from 2004-2008 were sent a questionnaire containing three open questions. Their answers were analyzed using the Constant Comparative Method of Qualitative Analysis of Glaser and Strauss by four researchers. Results: Faculty development, becoming a better clinician, personal development, appreciation of the value of teaching and strengthening of the academic community were the five categories that emerged from the answers. Graduates felt that, besides learning new educational skills, they changed their attitude towards teaching. DEM was perceived as facilitating self-awareness and reflection about the graduates’ role as doctors and teachers. The graduates also valued meeting other faculty. Conclusions: Faculty development programs can have an impact far beyond the learning objectives. The planning and design of programs contributes to their wider impact. This should be taken into consideration in the design...