Designing and Implementing Local Faculty Development Programs William A. Anderson, Ph.D. Professor and Director Office of Medical Education Research and Development College of Human Medicine Michigan State University

Designing and Implementing Local Faculty Development Programs Session Goal to provide you with practical, literature-based suggestions for designing and implementing your local faculty development program for improving teaching in community-based ambulatory settings.

Designing and Implementing Local Faculty Development Programs Session Objectives At the end of this session, you should be able to: 1. Explain what is known about effective local faculty development programs. 2. List the steps for developing group-based local faculty development programs 3. List the steps in developing individual local faculty development programs 4. Explain strategies for implementing local faculty development programs 5. Identify barriers and possible solutions to implementing local faculty development programs.

Designing and Implementing Local Faculty Development Programs Session Activities Brief presentations Group Discussions Practice Activities Answer Your Questions/Concerns

Designing and Implementing Local Faculty Development Programs Essential Faculty Development Concepts Faculty development: focus is on improving the skills of faculty Traditional areas of faculty development: teaching, research, administration, written communication, computers and academic socialization Different faculty may have different faculty development needs Faculty development is not curriculum, instructional or organizational development Our primary focus: improving the teaching skills of faculty who teach in community-based ambulatory settings

Designing and Implementing Local Faculty Development Programs What we Know About Local Faculty Development Faculty Development Programs: can change faculty behavior must be supported by leaders must be consistent with unit mission and priorities must be based upon local needs assessment must be designed with specific faculty types in mind can use either group or individual approaches

Designing and Implementing Local Faculty Development Programs What we Know About Local Faculty Development Faculty Development Programs: must incorporate both theory and practice should use varied print and visual media to supplement didactic sessions should incorporate supervised practice, followed by feedback should require in-depth projects with specific outcomes should be taught by qualified, respected faculty should not be punishing to participants

Designing and Implementing Local Faculty Development Programs A systematic, longitudinal set of activities designed to improve the community-based ambulatory teaching skills of unit faculty. Local Programs may be:  group-based (same program for all faculty)  individual (different interventions for different faculty)

Designing and Implementing Local Faculty Development Programs Group-Based Local Faculty Development Programs unit wide with mutually agreed upon goals workshops/seminars faculty evaluation of teaching peer-observation of teaching with feedback group projects

Designing and Implementing Local Faculty Development Programs Individual Local Faculty Development Programs individual faculty development contracts negotiated with unit leader attending off-site training workshops professional meetings faculty development fellowship programs degree or certification programs may involve training others within the unit

Designing and Implementing Local Faculty Development Programs Steps in Designing Group-Based Local Faculty Development Programs Step 1: Put Someone in Charge: appoint a credible leader who will have responsibility for designing and implementing the local faculty development program. should be supported by a small design/implementation team. individual must be interested, available, and have relevant training

Designing and Implementing Local Faculty Development Programs Steps in Designing Group-Based Local Faculty Development Programs Step 2: Obtain Support of Leaders who must approve local faculty development program? what must they approve? (dollars, release time, travel, etc.) - get it in writing how is this support communicated to others?

Designing and Implementing Local Faculty Development Programs Steps in Designing Group-Based Local Faculty Development Programs Step 3: Identify Overall Goal(s) of the Local Faculty Development Program what problem is being solved? is it a faculty skills problem?

Designing and Implementing Local Faculty Development Programs Steps in Designing Group-Based Local Faculty Development Programs Step 4: Identify Faculty to Receive Training residents, volunteer, full-time, community-based? all faculty or a subset? Required or voluntary participation? do all faculty receive the same training?

Designing and Implementing Local Faculty Development Programs Steps in Designing Group-Based Local Faculty Development Programs Step 5: Continue Needs Assessment Efforts literature review of similar efforts interest/ability survey to help prioritize topics survey of target audience to identify preferred methods, formats, and times review results and summarize

Designing and Implementing Local Faculty Development Programs Steps in Designing Group-Based Local Faculty Development Programs Step 6: Develop Timetables, Dates, Agendas and Responsibilities get commitments for facilities and guest presenters communicate dates to trainees well in advance reality-check timetables and agendas with others Step 7: Develop Print and Visual Training Materials provide paper memories for trainees be aware of copyright limitations

Designing and Implementing Local Faculty Development Programs Steps in Designing Group-Based Local Faculty Development Programs Step 8: Conduct Frequent Planning Meetings review all timetables, agendas, responsibilities and materials Step 9: Develop a Faculty Development Program Evaluation Plan trainees’ reactions to program and achievement of goals program teaching faculty overall program plan vs. actual implementation follow-up evaluation of impact

Designing and Implementing Local Faculty Development Programs Steps in Designing Group-Based Local Faculty Development Programs Step 10: Implement Local Faculty Development Program Components consider appointing an external reviewer keep progress notes collect and summarized evaluation data debrief results and plan revisions

Designing and Implementing Local Faculty Development Programs Steps in Designing Individual Local Faculty Development Plans Step 1: Identify Overall Faculty Development Goals of the Division, Department, Residency Step 2: Develop Annual Faculty Performance Criteria and Expectations for Individual Faculty Development Plans Step 3: Conduct an Interest/Ability Survey of Each Faculty to Identify Faculty Development Needs and Priorities

Designing and Implementing Local Faculty Development Programs Steps in Designing Individual Local Faculty Development Plans Step 4: Faculty Prepare and Individual Faculty Development Contract Individual faculty development goals Methods to be used in achieving each goal Evaluation criteria to determine attainment of each goal Timetable for achieving each goal Resources required to achieve each goal

Designing and Implementing Local Faculty Development Programs Steps in Designing Individual Local Faculty Development Plans Step 5: Faculty Member and Supervisor Meet to Review and Finalize Individual Faculty Development Contract Step 6: Quarterly or Mid-year Meeting Between Faculty and Supervisor to Review Progress on Individual Faculty Development Contract

Designing and Implementing Local Faculty Development Programs Steps in Designing Individual Local Faculty Development Plans Step 7: Annual Review Meeting With Each Faculty Member to Determine Success at Implementing Individual Faculty Development Contract Step 8: Rewards/Promotion Decisions Partially Based Upon Success at Completing Individual Faculty

Designing and Implementing Local Faculty Development Programs Issues in Designing Individual Local Faculty Development Plans Unit needs vs. individual needs Resources required vs. resources lost Impact of individual plans on other faculty Perceived preferential treatment Consequences of non-completion of individual plans on unit

Designing and Implementing Local Faculty Development Programs Top Ten List of Lessons Learned in Implementing Local Faculty Development Programs 10. A qualified, motivated faculty development project leader is key 9. Local faculty development programs are developed with input from and approved by the faculty 8. Expectations for participation in faculty development programs should be clear - as well as consequences for non-participation 7. Don’t re-invent the wheel: use the faculty development and literature consultants

Designing and Implementing Local Faculty Development Programs Top Ten List of Lessons Learned in Implementing Local Faculty Development Programs 6. Faculty development is about time-on-task 5. Start small and build upon success 4. Conduct faculty development programs in a pleasant setting 3. Don’t make faculty development a punishing experience 2. Reward participation in faculty development activities 1. Evaluate and publish your faculty development program results