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Medicine,Dentistry andVeterinary Medicine
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?
www.medev.ac.uk
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The Cycle of Faculty Development
Faculty Development
Identify needs
Plan programme
Deliver programme
Feedback & evaluation
www.medev.ac.uk
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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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Common tensions in faculty developmentWhere will you position yourself?
Directive Non-directive
Managerial Consultative
Individual Collective
Stretching Nurturing
www.medev.ac.uk
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Establishing principles within your institutionExample 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”
www.medev.ac.uk
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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
www.medev.ac.uk
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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)
www.medev.ac.uk
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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 26;7; 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 25;3; 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