1. Research on Faculty Development David M. Irby, PhD Patricia S. O’Sullivan, EdD University of Bern MME Visit July 20, 2015

2. Best Evidence FD Participants report High satisfaction, positive attitudes and knowledge gains FD Programs produce Improvements in teacher behaviors, student learning, collegial networks, organizational practices Need rigorous designs & mixed methods Amundsen, C., & Wilson, M. (2012). Are we asking the right questions? A conceptual review of the educational development literature in higher education. Review of Educational Research, 82(1), 90-126. Stes, A., Min-Leliveld, M., Gijbels, D., & Van Petegem, P. (2010). The impact of instructional development in higher education: The state-of-the-art of the research. Educational Research Review, 5(1), 25-49. Steinert et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach. 28 (6): 497-526, 2006. Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning Review of Educational Research, 79(2),702-739.

3. Students/ Trainees Student learner outcomes: Higher performance Higher ratings of teachers Patients Patient care outcomes: Better patient care Improved health outcomes Faculty Member 3 Faculty Member 4 Faculty Member 5 Faculty Member 2 Faculty Member 1 Faculty member as learner outcomes: Satisfaction with program Changes in behaviors Individual Faculty Members Model of Faculty Development Research

4. Time to Reframe the Model Found this model limiting Expanded literature search Continuing professional development (“learning”) in teacher education Continuing medical education Quality Improvement Workplace learning Reframed model O’Sullivan P, Irby DM. Reframing Research on Faculty Development. Acad Med. 86(4): 422-428, 2011.

5. Faculty Development Community “ Teaching Commons” Program Context Participants Relationships & Networks in the Workplace Organization, Systems & Culture in the Workplace Tasks & Activities in the Workplace Mentoring & Coaching in the Workplace Facilitator O’Sullivan & Irby, Acad. Med. 2011 New Model

6. Research Methodologies O’Sullivan P, Irby D. Promoting Scholarship in Fac Dev. In Steinert Y. Faculty Development in the Health Professions. 2014. Observations Interviews Structured tasks Focus groups Document review Randomized/ case control Correlational Surveys Network analysis Critical Theory Philosophical analysis Qualitative Experimental & Quasi- experimental Mixed Methods Success cases Educational design research Sustainability narratives Positivism and Post Positivism Interpretivism

7. Network Analysis Post: “With whom have you become involved as a result of TSP?” Pre: “Please describe your network of educators before you began TSP.” Moses et al. Developing an Educator Network…Teach Learn Med. 2009; 21(3), 173-179.

8. Critical Theory Definition Using philosophical analysis and mixed methods, challenges social injustices and advocates for empowerment and justice Questions for faculty development Who is advantaged or marginalized by FD? How does serving as a faculty developer impact one’s professional identity and relationships with colleagues? Bleakley, Brice, Bligh. Thinking the post-colonial in medical education. Medical Education, 2008; 42(3), 266-270.

9. Design Research Address theoretical questions about learning in context Progressive refinement: Design experiments are formative research to test and refine educational designs using theoretical principles Optimize to observe carefully how different elements are working Collins, Bielaczyc. J Learn Sci. 2004: 13 (1) 15-42. Dolmans, Tigelaar Med Teach. 2012: 34, 1-10.

10. “Success” Stories Scholar 1: completed TSP, continued with other faculty development programs, she publishes extensively in medical education Scholar 2: completed TSP hooked on a specific topic, has published commentaries, hones his craft in clinic Scholar 3: completed TSP, publishes nothing, receives teaching awards, leads a unique clinical service on campus, excellent at program redesign

11. Success Cases Clarify goals; do impact analysis profile Administer brief survey to sample trainees Analyze survey data; gauge scope of impact and identify success & non-success cases Conduct success case interviews Analyze impact, performance data Articulate conclusions & recommendations http://www.blanchardtraining.com/img/pub/newsletter_brinkerhoff.pdf Olson et al JCEHP 31 (S1): S50-59, 2011

12. Sustainability Scenarios Sustainability planning and measurement in a six step process Step 3: Sustainability Scenarios “short description of how the local system can expect to achieve and maintain its vision in the long term... Identifies roles and responsibilities, capabilities, attributes of environment.” Scheirer Am J Eval. September 2005; 26 (3), 320-347. www.cedarscenter.com

13. Six Steps http://www.mchipngo.net/lib/components/documents/susManualnoAnoC.pdf

14. Research Methodologies O’Sullivan P, Irby D. Promoting Scholarship in Fac Dev. In Steinert Y. Faculty Development in the Health Professions. 2014. Observations Interviews Structured tasks Focus groups Document review Randomized/ case control Correlational Surveys Network analysis Critical Theory Philosophical analysis Qualitative Experimental & Quasi- experimental Mixed Methods Success cases Educational design research Sustainability narratives Positivism and Post Positivism Interpretivism

15. Summary The new conceptual model of research on faculty development can shine a spotlight on new areas of research A wide variety of research methodologies are available to explore these areas