Leading Faculty Development Medical Education Workshop

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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
Identify needs

Faculty Development
Plan programme
Feedback evaluation

Deliver programme
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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?

www.medev.ac.uk
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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 institution

• Example 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 267 645-649
• 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 253 314-318
• 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