Models that Work: The
Nuts and Bolts of Faculty Development
For General Internal
Medicine,Family Medicine and General Pediatrics
December 2
- 4, 1998
U.S. Department
of Health and Human Services
Health Resources & Services Administration
and
The Ambulatory Pediatric Association
INTRODUCTION AND OVERVIEW
Models that Work: The Nuts and Bolts of Faculty
Development for General Internal Medicine, Family
Medicine, and General Pediatrics Conferences
was held in Orlando, Florida December 2-4, 1998.
The Conference was funded by the Health Resources
Services Administration and administrated through
the Ambulatory Pediatric Association. The conference
was the third in a series of conferences sponsored
by the Division of Medicine to address an emerging
crisis among medical schools: the shortage of
faculty to teach primary care and their need
for continuing education, training, and support.
The first two conferences had explored the
changing characteristics of faculty required
to train the physicians of the future and the
need for restructuring and reengineering academic
medical organizations. The evaluations from
those conferences indicated that attendees wanted
practical information and skills that would
enable them to begin to address their institutions'
faculty development needs. In response to those
evaluations, a follow-up conference was conceptualized
in which attendees could learn about successful
programs that prepared faculty in the primary
care medical disciplines.
The purpose of the Models that Work
Conference was to provide teams of administrators
and educators with a basic knowledge of the types
of programs to develop faculty that have been
successful and to assist them with conducting
assessments so that they could choose the model
most appropriate to their own institutions. Additionally,
the program was designed to impart basic skills
in administration and education related to the
various models of faculty development and to provide
a forum for discussion between experts and attendees.
The purpose of this manual is to provide
resource materials that were developed for the
conference. Included are conceptual papers, descriptions
of four models of faculty development, materials
on conducting institutional needs assessments,
and summaries and handouts from the administrative
and educational skills workshops.
One aspect of this conference that
was different from any other that HRSA had undertaken
in faculty development was an experiment in distance-based
learning. A video teleconference was conducted
6 weeks prior to the meeting with the purpose
of trying to help institutions conduct needs assessments
prior to participation in the conference at Orlando.
Approximately 38 institutions across the United
States participated. Materials on preparation
for the video conference, as well as materials
and references for conducting a needs assessment,
are included in this manual.
As Clyde Evans succinctly stated in
his keynote address: "We will definitely need
faculty in the 21st century. Without faculty there
would be no one to teach the next generation of
physicians, no one to find cures for disease,
no one to care for those suffering the burdens
of illness. But that implies the need to develop,
train and nurture those faculty needed in the
future...Academic medicine is in the midst of
deep paradigm shifts and is experiencing transformational
forces. As a result, life in academic medicine
is no longer what it used to be and is still not
yet what it will become."
In the context of a rapidly changing
environment, the need for continuous training
of our faculties is greater than ever, as are
the challenges of providing both the methods and
the resources for it. The presenters at the conference
have generously given of their thoughts, creativity,
talents, time, and their efforts in providing
the materials presented in this manual. We hope
that they will be a useful contribution in our
struggle to support the academic missions of our
medical faculty.
Lucy M. Osborn, M.D., M.S.P.H.
Project Director
Editor
 |
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of the Education Guidelines chapters are
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TABLE
OF CONTENTS
SECTION I
INTRODUCTION
AND OVERVIEW OF CONTENT
Lucy M. Osborn, M.D., M.S.P.H.
CONCEPTUAL FRAMEWORK FOR FACULTY
DEVELOPMENT
SUCCESSFUL MODELS OF FACULTY
DEVELOPMENT
On-Site/Off-Site Model of Faculty Development
William Anderson, Ph.D.
ASSESSING INSTITUTIONAL NEEDS
FOR FACULTY DEVELOPMENT
A. Educational Strategies:
Selecting appropriate educational strategies
for teaching in outpatient settings.
B. Educational Strategies:
Developing and Implenting Curricula
C. Educational Strategies:
Incorporating new technologies and new learning
methods into their teaching.
D. Administrative/organizational Strategies:
Selecting appropriate structures for organizing
their institutions' Educational Scholars Programs.
E. Administrative/organizational
Strategies: Recruiting and training community
faculty to teach medical students, residents
and fellows in the generalist medical disciplines.
Updated 9/29/06 |
