distance learning for health workshop: programmes of training for health managers and educators -...

FAIMER: Strengthening health professions educationBill Burdick

Associate Vice President for Education

Ralf Rundgren Graves

Program Manager, Regional Institutes

Objectives1. Create network of health professions

educators for collaboration & support

2. Strengthen and Expand: leadership, management skills education methods

3. Create or strengthen field of health professions education (HPE)

Strategy• FAIMER Regional Institutes (FRIs) for

culturally relevant faculty development

• PHL Institute for global interaction, development of future FRI leadership

• Fellows as a force multiplier–Strengthen education units to enhance

development of other health educators–Research

Strategy• Projects as a vehicle for learning

–Application of knowledge & skills–Connection to local/ community setting–Scholarship/ Publication

• Model interactive teaching

• Extensive personal mentoring–Career, papers, meeting planning

Strengthening the FAIMER network

• Interactive residential sessions• Listservs• Support for regional meetings• Technical support for “satellite workshops”• Feature Fellows at international meetings• Co-authorship of papers• Website recognition of Fellows (faimer.org)• FRI websites (faimerfri.org)

Face to face connections

Outcomes

1. Create network of educators for collaboration and support

2. Strengthen:– leadership, management skills– education methods

3. Create or strengthen field of health professions education

Community of educators created

“FAIMER has changed the way I view medical education. I am now never alone, have access to a network of like-minded people and a wealth of knowledge.”

CMCL 2007 Fellow

Community of educators created

“Knowing so many people committed to medical education, … and can count on these people for the daily work is very good!”

Brazil 2007 Fellow

Collaboration between Fellows

Accomplishment% with

Collaboration

Presentations (N=374) 25%

Conferences/Workshops Organized (N=171) 20%

Publications (N=248) 16%

Outcomes



3. Create or strengthen field of health professions education (HPE)

Knowledge: (retrospective pre-, post) N Pre (SD) Post

(SD)*Effect Size

International Medical Education

46 3.5 (1.3) 5.4 (0.8) 1.9

Change Theory and Management

47 3.3 (1.2) 5.4 (0.8) 2

Personal Professional Development

44 3.8 (0.9) 5.5 (0.6) 2.3

Educational Methods

46 4.6 (1.0) 5.7 (0.7) 1.5

*All differences are statistically significant (p < 0.0001)

Knowledge: (retrospective pre-, post) N Pre (SD) Post (SD)* Effect Size

Electronic Learning and Management

45 4.3 (1.1) 5.2 (1.0) 1.3

Assessment of Student Performance

45 4.1 (1.3) 5.6 (0.9) 1.5

Educational Program Evaluation

47 3.2 (1.1) 5.1 (0.8) 1.8

Project Mgmt(2003 -2005)

32 3.3 (1.1) 5.5 (0.8) 2.2

*All differences are statistically significant (p < 0.0001)

Outcomes



3. Create or strengthen field of health professions education

Field of health professions education created

• India– Bi-annual National meeting

• Delhi (2007), Pune (2009), Vellore (2011)

– Journal• South East Asian J of Medical Education

– On-line discussion group (1200 members)• Triggered by first national meeting

Field of health professions education supported

• Southern Africa– South African Association of Health

Educationalists (SAAHE)• Leadership• Fellows participation• Workshop leaders, speakers

– African J of Health Professions Education– Moving toward diploma status– SAFRI/FAIMER: 5 NIH/ PEPFAR MEPI grants


• Brazil– Nationally recognized certificate for BrFRI

• Diploma for Specialization Course on Education for the Health Professions

– Association of Brazilian Medical Education• BrFRI presentations, leadership


• Latin America– Creation of FAIMER Regional Initiative in

Latin America (FRILA) – FRILA website– Sponsored participation as presenters in

regional conferences and workshops

Education units at Fellows’ schools (cumulative)

1975

1978

1981

1984

1987

1990

1993

1996

1999

2002

2005

2008

0

10

20

30

40

50

60

# of

Uni

ts

Impact of project (n=30 PHL Fellows)

Has ended

Ongoing but not replicated

Applied in another country

Applied in another setting

Replicated in another course

Expanded to other objectives

Incorp. as institutional policy

Incorporated into curriculum

0% 10% 20% 30% 40% 50% 60%

13%

13%

13%

23%

33%

37%

50%

57%

Projects as a vehicle for change

Response %Quality of teaching has improved 53%

More inter-departmental collaboration in education 50%

More intra-departmental collaboration in education 50%

More faculty interest in the quality of teaching 50%

Improved student performance on knowledge and outcome measures 47%

Source: Professional Development Portfolios

Response %

Assessment is more reliable and valid 40%

Curriculum is better aligned with community health needs 33%

Self-directed learning among students has increased 33%

Students demonstrate increased professionalism 33%

More faculty interest in research in education 33%



Fellow Publications: Based on FAIMER Project


Response %

Electronic-learning among students has increased 27%

Students more knowledgeable in working in community settings 27%

Faculty more knowledgeable in working in community settings 23%

More faculty teach community health professionals and workers 17%



FAIMER at 10

6 Institutes (PHL + 5 FRIs) 39 Countries 504 Fellows 171 workshops and conferences 248 publications (post Fellowship) 374 presentations

> 5,000 faculty in Fellow-led programs24 IFME Fellows (advanced degrees)

Objectives achieved

Create network of educators for collaboration and support

Strengthen:leadership, management skills

education methods Create or strengthen field of health

professions education

FAIMER - OU - WFME

Distance Learning Modules For Health Professions Education

COURSE STRUCTURE: 7 Themes

Self- review &

accreditation

Educational management & leadership

Open &

distance learning

Assessment Research, evaluation

& scholarshipTeaching &

learning in

medicine Curriculum design

and development

1. Standards for medical education

2. Organising a self-review

3. Gathering, analysing & presenting

evidence for self-review

4. Self-review in low resource

circumstances

5. Implementing improvements

after self-review

6. Planning an external review

7. Purposes and methods of

accreditation

8. Non-regulatory approaches to quality

assurance

Theme 1: SELF-REVIEW & ACCREDITATION

MODULES

One module =

10 weeks of study of printed

module with learning activities

1 hour per week

2 Tutor Marked Assignments

with full feedback

On-line moderated discussion

forum with Learning Adviser

+

+

+

COURSE COMPLETION

• At the end of the course, participants receive a course participation certificate

• This can be used as evidence of Continuing Professional Development (CPD) for accredited prior learning to offset a practice-based CPD certificate course at the Open University.

We held the final meeting … on curriculum development today [at Ibadan]. … in preparation for the presentation [at a national conference] in July.

It is an integrated, system-based, patient-centered, community-oriented, competency-driven curriculum. We shall start implementing it with the 2011 intake of students.

I remain ever grateful to FAIMER.

-E.Oluwabunmi Olapade-Olaopa, PHL 2002

Posted on Nigerian Medical Educators Yahoo! Group 6/18/10

Thank you!