Faculty Planning, Development, and Evaluation System: Washtenaw Community College.

ERIC Educational Resources Information Center

Altieri, Guy; And Others

Between 1989 and 1991, the Planning, Development and Evaluation (PDE) Committee of Washtenaw Community College (Michigan) designed a faculty assessment process focusing on professional development and academic planning. It is an approach in which all educators (faculty and administrators) work together, using the PDE system to continually define…

Factors influencing the results of faculty evaluation in Isfahan University of Medical Sciences

PubMed Central

Kamali, Farahnaz; Yamani, Nikoo; Changiz, Tahereh; Zoubin, Fatemeh

2018-01-01

OBJECTIVE: This study aimed to explore factors influencing the results of faculty member evaluation from the viewpoints of faculty members affiliated with Isfahan University of Medical Sciences, Isfahan, Iran. MATERIALS AND METHODS: This qualitative study was done using a conventional content analysis method. Participants were faculty members of Isfahan University of Medical Sciences who, considering maximum variation in sampling, were chosen with a purposive sampling method. Semi-structured interviews were held with 11 faculty members until data saturation was reached. The interviews were transcribed verbatim and analyzed with conventional content analysis method for theme development. Further, the MAXQDA software was used for data management. RESULTS: The data analysis led to the development of two main themes, namely, “characteristics of the educational system” and “characteristics of the faculty member evaluation system.” The first main theme consists of three categories, i.e. “characteristics of influential people in evaluation,” “features of the courses,” and “background characteristics.” The other theme has the following as its categories: “evaluation methods,” “evaluation tools,” “evaluation process,” and “application of evaluation results.” Each category will have its subcategories. CONCLUSIONS: Many factors affect the evaluation of faculty members that should be taken into account by educational policymakers for improving the quality of the educational process. In addition to the factors that directly influence the educational system, methodological problems in the evaluation system need special attention. PMID:29417073

College Governance: A Comparison of Faculty Evaluation in Public and Private Colleges with Implications for the Improvement of the Evaluation Process at Johnson and Wales College.

ERIC Educational Resources Information Center

Bukowski, Joseph E.

This study focuses on selected factors in the evaluation of faculty members in: (1) colleges accredited by the Association of Independent Colleges and Schools; (2) public junior and senior colleges; and (3) Rhode Island colleges. Results of the study indicate that faculty evaluation schemes must follow the basic goals and philosophy of the…

How to Evaluate a Faculty Governance Structure

ERIC Educational Resources Information Center

Cordes, John W.; Dunbar, David; Gingerich, Jeff

2013-01-01

During the 2010-11 academic year, Cabrini College began an evaluation of a faculty governance structure that had been implemented in fall 2007. The processes involved might serve as a roadmap for faculty members and administrators at other institutions who seek to understand the strengths and weaknesses of their governance model and improve shared…

Evaluation of Faculty

PubMed Central

Aburawi, Elhadi; McLean, Michelle; Shaban, Sami

2014-01-01

Objectives: Student evaluation of individual teachers is important in the quality improvement cycle. The aim of this study was to explore medical student and faculty perceptions of teacher evaluation in the light of dwindling participation in online evaluations. Methods: This study was conducted at the United Arab Emirates University College of Medicine & Health Sciences between September 2010 and June 2011. A 21-item questionnaire was used to investigate learner and faculty perceptions of teacher evaluation in terms of purpose, etiquette, confidentiality and outcome on a five-point Likert scale. Results: The questionnaire was completed by 54% of faculty and 23% of students. Faculty and students generally concurred that teachers should be evaluated by students but believed that the purpose of the evaluation should be explained. Despite acknowledging the confidentiality of online evaluation, faculty members were less sure that they would not recognise individual comments. While students perceived that the culture allowed objective evaluation, faculty members were less convinced. Although teachers claimed to take evaluation seriously, with Medical Sciences faculty members in particular indicating that they changed their teaching as a result of feedback, students were unsure whether teachers responded to feedback. Conclusion: Despite agreement on the value of evaluation, differences between faculty and student perceptions emerged in terms of confidentiality and whether evaluation led to improved practice. Educating both teachers and learners regarding the purpose of evaluation as a transparent process for quality improvement is imperative. PMID:25097772

What Goes Into a Decision? How Nursing Faculty Decide Which Best Practices to Use for Classroom Testing.

PubMed

Killingsworth, Erin; Kimble, Laura P; Sudia, Tanya

2015-01-01

To explore the decision-making process of BSN faculty when determining which best practices to use for classroom testing. A descriptive, correlational study was conducted with a national sample (N = 127) of full-time BSN faculty. Participants completed a web-based survey incorporating instruments that measured beliefs about evaluation, decision-making, and best practices for item analysis and constructing and revising classroom tests. Study participants represented 31 states and were primarily middle-aged white women. In multiple linear regression analyses, faculty beliefs, contextual factors for decision-making, and decision-making processes accounted for statistically significant amounts of the variance in item analysis and test construction and revision. Strong faculty beliefs that rules were important when evaluating students was a significant predictor of increased use of best practices. Results support that understanding faculty beliefs around classroom testing is important in promoting the use of best practices.

A Formal Language Selection Process for Introductory Programming Courses

ERIC Educational Resources Information Center

Parker, Kevin R.; Chao, Joseph T.; Ottaway, Thomas A.; Chang, Jane

2006-01-01

The selection of a programming language for introductory courses has long been an informal process involving faculty evaluation, discussion, and consensus. As the number of faculty, students, and language options grows, this process becomes increasingly unwieldy. As it stands, the process currently lacks structure and replicability. Establishing a…

Identifying motivators and barriers to student completion of instructor evaluations: A multi-faceted, collaborative approach from four colleges of pharmacy.

PubMed

McAuley, James W; Backo, Jennifer Lynn; Sobota, Kristen Finley; Metzger, Anne H; Ulbrich, Timothy

To identify motivators and barriers to pharmacy student completion of instructor evaluations, and to develop potential strategies to improve the evaluation process. Completed at four Ohio Colleges of Pharmacy, Phase I consisted of a student/faculty survey and Phase II consisted of joint student/faculty focus groups to discuss Phase I data and to problem solve. In Phase I, the top three student-identified and faculty-perceived motivators to completion of evaluations were to (1) make the course better, (2) earn bonus points, and (3) improve the instructor's teaching. The top three student-identified barriers to completion of evaluations were having to (1) evaluate multiple instructors, (2) complete several evaluations around the same time, and (3) complete lengthy evaluations. Phase II focus groups identified a number of potential ways to enhance the motivators and reduce barriers, including but not limited to making sure faculty convey to students that the feedback they provide is useful and to provide examples of how student feedback has been used to improve their teaching/the course. Students and faculty identified motivators and barriers to completing instructor evaluations and were willing to work together to improve the process. Copyright © 2016 Elsevier Inc. All rights reserved.

Evaluating portfolio use as a tool for assessment and professional development in graduate nursing education.

PubMed

Ryan, Marybeth

2011-01-01

The portfolio is emerging as an efficient and effective method for evaluating program outcomes and professional development in nursing education. Although there is a host of literature about the use of portfolios in undergraduate nursing programs, fewer reports exist about their use in graduate nursing education. This article presents the results of a formative evaluation process, using student and faculty focus groups, conducted at a midsized university's graduate nursing education program to determine the effectiveness of portfolio use. Content analysis of the focus group data yielded three student themes and two faculty themes with associated theme clusters that revealed similarities and unique perceptions of students and faculty regarding the portfolio process. The information gleaned will provide direction to faculty as they make decisions about the use of this evaluation method in the graduate program. Copyright © 2011. Published by Elsevier Inc.

The Examination of Strength and Weakness of Online Evaluation of Faculty Members Teaching by Students in the University of Isfahan

ERIC Educational Resources Information Center

Maryam, Ansary; Alireza, Shavakhi; Reza, Nasr Ahmad; Azizollah, Arbabisarjou

2012-01-01

Evaluation of faculty members' teaching is a device for recognition of their ability in teaching, assessing, the student's learning and it can improve efficiency of faculty members in teaching. In terms of growth of computer's technologies improvement of universities and its effect on achievement and information processing, it is necessary to use…

The Faculty Learning Outcome Assessment Framework

ERIC Educational Resources Information Center

Hurney, Carol A.; Brantmeier, Edward J.; Good, Megan R.; Harrison, Douglas; Meixner, Cara

2016-01-01

Assessment is a cyclical process within which educators construct outcomes, implement programs, assess constructs such as learning, evaluate results, and utilize results to craft stronger programs and services. Within educational and faculty development, assessment measures program impact on faculty, students, and/or institutional culture.…

Development, implementation and evaluation of a peer review of teaching (PRoT) initiative in nursing education.

PubMed

Mager, Diana R; Kazer, Meredith W; Conelius, Jaclyn; Shea, Joyce; Lippman, Doris T; Torosyan, Roben; Nantz, Kathryn

2014-06-03

For many years, an area of research in higher education has been emerging around the development and implementation of fair and effective peer evaluation programs. Recently, a new body of knowledge has developed regarding the development and implementation of fair and effective peer evaluation programs resulting in formative and summative evaluations. The purpose of this article is to describe the development, implementation, and evaluation of a peer review of teaching (PRoT) program for nursing faculty, initiated at one small comprehensive university in the northeastern United States. Pairs of nursing faculty evaluated each other's teaching, syllabi, and course materials after collaborating in a pre-evaluation conference to discuss goals of the classroom visit. Qualitative data gathered in post project focus groups revealed that faculty found their modified PRoT process to be a mutually beneficial experience that was more useful, flexible and collegial, and less stressful than their previous evaluation process.

Clinical Evaluation of Baccalaureate Nursing Students Using SBAR Format: Faculty versus Self Evaluation

ERIC Educational Resources Information Center

Saied, Hala; James, Joemol; Singh, Evangelin Jeya; Al Humaied, Lulawah

2016-01-01

Clinical training is of paramount importance in nursing education and clinical evaluation is one of the most challenging responsibilities of nursing faculty. The use of objective tools and criteria and involvement of the students in the evaluation process are some techniques to facilitate quality learning in the clinical setting. Aim: The aim of…

Transformation of a dental school's clinical assessment system through Kotter's eight-step change process.

PubMed

Guzmán, Wilda Z; Gely, María I; Crespo, Kathleen; Matos, José R; Sánchez, Nilda; Guerrero, Lidia M

2011-04-01

A revision of the clinical assessment system of the University of Puerto Rico School of Dental Medicine was initiated in 2007, with the goal of achieving a system that would be fully understood and used by both faculty and students to improve student performance throughout the curriculum. The transformation process was organized according to Kotter's Eight-Step Change Model. Some of the initial findings in 2007 were as follows: 87 percent of current daily clinical evaluations were scored at the scale's highest level, 33 percent of faculty members lacked knowledge of the evaluation system, and 60 percent of students reported that faculty members were not well calibrated. As a result of the transformation process, a pilot project has been implemented in the comprehensive clinical course for senior students. The revised assessment methods utilized are verbal daily feedback, clinical evaluations once every three months, a digital portfolio, and competency exams. There is also a productivity component included in the course grade. We conclude that adapting Kotter's model for use in the transformation process has been very useful; gaining support from both the administration and faculty has been essential; and the provision of continuous faculty development activities has been empowering. The American Dental Education Association Commission on Change and Innovation in Dental Education (ADEA CCI) Liaisons at the University of Puerto Rico School of Dental Medicine have been effective in producing a greater awareness among the faculty about the value of the competency-based curriculum and the need for change.

Validating dental and medical students' evaluations of faculty teaching in an integrated, multi-instructor course.

PubMed

Stratton, Terry D; Witzke, Donald B; Freund, Mary Jane; Wilson, Martha T; Jacob, Robert J

2005-06-01

As more students from various health professions are combined into integrated courses, evaluating the teaching quality of individual faculty in these typically large, multi-instructor contexts becomes increasingly difficult. Indeed, students who lack sufficient recall of a given faculty member or are not committed to the evaluation process may respond by marking identical responses to all evaluation items (e.g., 3-3-3-3-3), regardless of the specific content of the items on the faculty evaluation questionnaire. These "straight-lining" behaviors-more formally referred to as monotonic response patterns (MRPs)-often reflect students' inattention to the task at hand or lack of motivation to be discriminating, which may result in invalid data. This study examines the prevalence of MRP ratings in relation to indicators reflective of students' lack of attention to evaluating the quality of faculty teaching. Dental and medical students in a required, second-year (medicine) basic science course conducted by the medical school and taught primarily by medical school faculty completed seven-item faculty evaluation forms, along with an anonymous questionnaire measuring their need to evaluate, attitudes toward faculty evaluation, and recall of instructors. MRP ratings failed to correlate significantly with students' need to evaluate or their attitudes toward faculty evaluation. However, among medical students, MRP "straight-line" responses were more prevalent for raters who recalled faculty members "very well" (p=.04). For dental students, MRPs were associated with less accurate recall (p=.01). As such, the validity of faculty evaluations within integrated, multi-instructor courses may vary when students rate distinct aspects of a teacher's performance identically. In this case-in which medical students' greater recall of instructors coincides with MRPs-ratings may suffice as global, holistic assessments of an instructor's teaching. For dental students, similar ratings may be less viable. Individual item analysis is cautioned under any circumstances.

Curated Collections for Educators: Five Key Papers about Program Evaluation.

PubMed

Thoma, Brent; Gottlieb, Michael; Boysen-Osborn, Megan; King, Andrew; Quinn, Antonia; Krzyzaniak, Sara; Pineda, Nicolas; Yarris, Lalena M; Chan, Teresa

2017-05-04

The evaluation of educational programs has become an expected part of medical education. At some point, all medical educators will need to critically evaluate the programs that they deliver. However, the evaluation of educational programs requires a very different skillset than teaching. In this article, we aim to identify and summarize key papers that would be helpful for faculty members interested in exploring program evaluation. In November of 2016, the 2015-2016 Academic life in emergency medicine (ALiEM) Faculty Incubator program highlighted key papers in a discussion of program evaluation. This list of papers was augmented with suggestions by guest experts and by an open call on Twitter. This resulted in a list of 30 papers on program evaluation. Our authorship group then engaged in a process akin to a Delphi study to build consensus on the most important papers about program evaluation for medical education faculty. We present our group's top five most highly rated papers on program evaluation. We also summarize these papers with respect to their relevance to junior medical education faculty members and faculty developers. Program evaluation is challenging. The described papers will be informative for junior faculty members as they aim to design literature-informed evaluations for their educational programs.

Curated Collections for Educators: Five Key Papers about Program Evaluation

PubMed Central

Gottlieb, Michael; Boysen-Osborn, Megan; King, Andrew; Quinn, Antonia; Krzyzaniak, Sara; Pineda, Nicolas; Yarris, Lalena M; Chan, Teresa

2017-01-01

The evaluation of educational programs has become an expected part of medical education. At some point, all medical educators will need to critically evaluate the programs that they deliver. However, the evaluation of educational programs requires a very different skillset than teaching. In this article, we aim to identify and summarize key papers that would be helpful for faculty members interested in exploring program evaluation. In November of 2016, the 2015-2016 Academic life in emergency medicine (ALiEM) Faculty Incubator program highlighted key papers in a discussion of program evaluation. This list of papers was augmented with suggestions by guest experts and by an open call on Twitter. This resulted in a list of 30 papers on program evaluation. Our authorship group then engaged in a process akin to a Delphi study to build consensus on the most important papers about program evaluation for medical education faculty. We present our group’s top five most highly rated papers on program evaluation. We also summarize these papers with respect to their relevance to junior medical education faculty members and faculty developers. Program evaluation is challenging. The described papers will be informative for junior faculty members as they aim to design literature-informed evaluations for their educational programs. PMID:28589073

Faculty performance evaluation in accredited U.S. public health graduate schools and programs: a national study.

PubMed

Gimbel, Ronald W; Cruess, David F; Schor, Kenneth; Hooper, Tomoko I; Barbour, Galen L

2008-10-01

To provide baseline data on evaluation of faculty performance in U.S. schools and programs of public health. The authors administered an anonymous Internet-based questionnaire using PHP Surveyor. The invited sample consisted of individuals listed in the Council on Education for Public Health (CEPH) Directory of Accredited Schools and Programs of Public Health. The authors explored performance measures in teaching, research, and service, and assessed how faculty performance measures are used. A total of 64 individuals (60.4%) responded to the survey, with 26 (40.6%) reporting accreditation/reaccreditation by CEPH within the preceding 24 months. Although all schools and programs employ faculty performance evaluations, a significant difference exists between schools and programs in the use of results for merit pay increases and mentoring purposes. Thirty-one (48.4%) of the organizations published minimum performance expectations. Fifty-nine (92.2%) of the respondents counted number of publications, but only 22 (34.4%) formally evaluated their quality. Sixty-two (96.9%) evaluated teaching through student course evaluations, and only 29 (45.3%) engaged in peer assessment. Although aggregate results of teaching evaluation are available to faculty and administrators, this information is often unavailable to students and the public. Most schools and programs documented faculty service activities qualitatively but neither assessed it quantitatively nor evaluated its impact. This study provides insight into how schools and programs of public health evaluate faculty performance. Results suggest that although schools and programs do evaluate faculty performance on a basic level, many do not devote substantial attention to this process.

When University Faculty Retire: A Study of the Transition Process.

ERIC Educational Resources Information Center

Pappas, John G.; Goodman, Jane

This study examined the retirement transitions of college faculty based on the Schlossberg (1984) model, which suggests that successful coping depends on an evaluation of the retiree's unique situation, the qualities of the individual, the support available, and the strategies employed. A total of 55 emeritus faculty from the College of Education…

Evaluation of an interview process for admission into a school of pharmacy.

PubMed

Kelsch, Michael P; Friesner, Daniel L

2012-03-12

To evaluate the doctor of pharmacy (PharmD) admissions interview process at North Dakota State University (NDSU). Faculty pairs interviewed candidates using a standardized grading rubric to evaluate qualitative parameters or attributes such as ethics, relevant life and work experience, emotional maturity, commitment to patient care, leadership, and understanding of the pharmacy profession. Total interview scores, individual attribute domain scores, and the consistency and reliability of the interviewers were assessed. The total mean interview score for the candidate pool was 17.4 of 25 points. Mean scores for individual domains ranged from 2.3 to 3.0 on a Likert-scale of 0-4. Nine of the 11 faculty pairs showed no mean differences from their interview partner in total interview scores given. Evaluations by 8 of the 11 faculty pairs produced high interrater reliability. The current interview process is generally consistent and reliable; however, future improvements such as additional interviewer training and adoption of a multiple mini-interview format could be made.

Evaluation of an Interview Process for Admission Into a School of Pharmacy

PubMed Central

Friesner, Daniel L.

2012-01-01

Objective. To evaluate the doctor of pharmacy (PharmD) admissions interview process at North Dakota State University (NDSU). Methods. Faculty pairs interviewed candidates using a standardized grading rubric to evaluate qualitative parameters or attributes such as ethics, relevant life and work experience, emotional maturity, commitment to patient care, leadership, and understanding of the pharmacy profession. Total interview scores, individual attribute domain scores, and the consistency and reliability of the interviewers were assessed. Results. The total mean interview score for the candidate pool was 17.4 of 25 points. Mean scores for individual domains ranged from 2.3 to 3.0 on a Likert-scale of 0-4. Nine of the 11 faculty pairs showed no mean differences from their interview partner in total interview scores given. Evaluations by 8 of the 11 faculty pairs produced high interrater reliability. Conclusions. The current interview process is generally consistent and reliable; however, future improvements such as additional interviewer training and adoption of a multiple mini-interview format could be made. PMID:22438594

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change.

PubMed

Murdoch-Kinch, C A; Duff, R E; Ramaswamy, V; Ester, T V; Sponseller, S A; Seeley, J A

2017-10-01

The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization-focused PPE process using mixed methods was effective for evaluating the dental school's climate for diversity and inclusion, as well as the learning environment for faculty, staff, and students.

Evaluating the Usability and Accessibility of LMS "Blackboard" at King Saud University

ERIC Educational Resources Information Center

Alturki, Uthman T.; Aldraiweesh, Ahmed; Kinshuck

2016-01-01

King Saud University is in the process of adopting and implementing the interactive Blackboard Learning Management Systems (LMSs) with features that allow members of staff and teachers from different faculties to access, upload assignments, send quizzes, download content, and evaluate the academic progress of the members of faculty. However, many…

Processes and Metrics to Evaluate Faculty Practice Activities at US Schools of Pharmacy.

PubMed

Haines, Stuart T; Sicat, Brigitte L; Haines, Seena L; MacLaughlin, Eric J; Van Amburgh, Jenny A

2016-05-25

Objective. To determine what processes and metrics are employed to measure and evaluate pharmacy practice faculty members at colleges and schools of pharmacy in the United States. Methods. A 23-item web-based questionnaire was distributed to pharmacy practice department chairs at schools of pharmacy fully accredited by the Accreditation Council for Pharmacy Education (ACPE) (n=114). Results. Ninety-three pharmacy practice chairs or designees from 92 institutions responded. Seventy-six percent reported that more than 60% of the department's faculty members were engaged in practice-related activities at least eight hours per week. Fewer than half (47%) had written policies and procedures for conducting practice evaluations. Institutions commonly collected data regarding committee service at practice sites, community service events, educational programs, and number of hours engaged in practice-related activities; however, only 24% used a tool to longitudinally collect practice-related data. Publicly funded institutions were more likely than private schools to have written procedures. Conclusion. Data collection tools and best practice recommendations for conducting faculty practice evaluations are needed.

Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum—Part Three: Curriculum Implementation and Evaluation

PubMed Central

Corvin, Jaime A.; DeBate, Rita; Wolfe-Quintero, Kate; Petersen, Donna J.

2017-01-01

Public health professionals have been challenged to radically reform public health training to meet evolving demands of twenty-first century public health. Such a transformation requires a systems thinking approach with an interdisciplinary focus on problem solving, leadership, management and teamwork, technology and information, budgeting and finance, and communication. This article presents processes for implementing and evaluating a revised public health curriculum and outlines lessons learned from this initiative. To date, more than 200 students have participated in the initial pilot testing of this program. A rigorous process and outcome evaluation plan was developed and employed. Results from the evaluation were used to enhance the resulting curriculum. Specifically, all instructional materials were evaluated by both the students who received the materials and the faculty who presented the materials. As each successive pilot is delivered, both enrollment and faculty involvement has increased. Through this process, the value of committed faculty, the importance of engaging learners in the evaluation of an education program, and the need to implement curriculum that has been carefully evaluated and evidence-informed in nature has emerged. We credit our successful transformation of the Masters in Public Health core to the challenge provided by the Framing the Future task force, the commitment of our College of Public Health leadership, the engagement of our faculty, and the time we allowed for the process to unfold. Ultimately, we believe this transformed curriculum will result in better trained public health professionals, interdisciplinary practitioners who can see public health challenges in new and different ways. PMID:29164093

Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum-Part Three: Curriculum Implementation and Evaluation.

PubMed

Corvin, Jaime A; DeBate, Rita; Wolfe-Quintero, Kate; Petersen, Donna J

2017-01-01

Public health professionals have been challenged to radically reform public health training to meet evolving demands of twenty-first century public health. Such a transformation requires a systems thinking approach with an interdisciplinary focus on problem solving, leadership, management and teamwork, technology and information, budgeting and finance, and communication. This article presents processes for implementing and evaluating a revised public health curriculum and outlines lessons learned from this initiative. To date, more than 200 students have participated in the initial pilot testing of this program. A rigorous process and outcome evaluation plan was developed and employed. Results from the evaluation were used to enhance the resulting curriculum. Specifically, all instructional materials were evaluated by both the students who received the materials and the faculty who presented the materials. As each successive pilot is delivered, both enrollment and faculty involvement has increased. Through this process, the value of committed faculty, the importance of engaging learners in the evaluation of an education program, and the need to implement curriculum that has been carefully evaluated and evidence-informed in nature has emerged. We credit our successful transformation of the Masters in Public Health core to the challenge provided by the Framing the Future task force, the commitment of our College of Public Health leadership, the engagement of our faculty, and the time we allowed for the process to unfold. Ultimately, we believe this transformed curriculum will result in better trained public health professionals, interdisciplinary practitioners who can see public health challenges in new and different ways.

Assessing Faculty Bias in Rating Embedded Assurance of Learning Assignments

ERIC Educational Resources Information Center

Kim, Dong-gook; Helms, Marilyn M.

2016-01-01

Assurance of learning (AoL) processes for continuous improvement and accreditation require business schools to assess program goals. Findings from the process can lead to changes in course design or curriculum. Often AoL assignments are embedded into existing courses and assessed at regular intervals. Faculty members may evaluate an assignment in…

The Dynamic between Knowledge Production and Faculty Evaluation: Perceptions of the Promotion and Tenure Process across Disciplines

ERIC Educational Resources Information Center

Jackson, J. Kasi; Latimer, Melissa; Stoiko, Rachel

2017-01-01

This study sought to understand predictors of faculty satisfaction with promotion and tenure processes and reasonableness of expectations in the context of a striving institution. The factors we investigated included discipline (high-consensus [science and math] vs. low-consensus [humanities and social sciences]); demographic variables; and…

Evaluation of First-Year Faculty Learning Communities on Teaching Effectiveness and Scholarship: An Exploratory Study

ERIC Educational Resources Information Center

Bhavsar, Grishma P.; Grote, Kandice; Galvan, Melisa C.; Tyutina, Svetlana V.; Guan, Shu-Sha Angie; Stapleton, Lissa D.; Knotts, Gregory

2018-01-01

Faculty in their early careers discover unique and unanticipated concerns in navigating academia and attempting to create life balance. These needs must be addressed to ensure retention and success in the tenure process. This exploratory study found the creation of first-year faculty learning communities (FLCs) provides needed, integral, and…

Curated Collections for Educators: Five Key Papers on Evaluating Digital Scholarship.

PubMed

Quinn, Antonia; Chan, Teresa M; Sampson, Christopher; Grossman, Catherine; Butts, Christine; Casey, John; Caretta-Weyer, Holly; Gottlieb, Michael

2018-01-03

Traditionally, scholarship that was recognized for promotion and tenure consisted of clinical research, bench research, and grant funding. Recent trends have allowed for differing approaches to scholarship, including digital publication. As increasing numbers of trainees and faculty turn to online educational resources, it is imperative to critically evaluate these resources. This article summarizes five key papers that address the appraisal of digital scholarship and describes their relevance to junior clinician educators and faculty developers. In May 2017, the Academic Life in Emergency Medicine Faculty Incubator program focused on the topic of digital scholarship, providing and discussing papers relevant to the topic. We augmented this list of papers with further suggestions by guest experts and by an open call via Twitter for other important papers. Through this process, we created a list of 38 papers in total on the topic of evaluating digital scholarship. In order to determine which of these papers best describe how to evaluate digital scholarship, the authorship group assessed the papers using a modified Delphi approach to build consensus. In this paper we present the five most highly rated papers from our process about evaluating digital scholarship. We summarize each paper and discuss its specific relevance to junior faculty members and to faculty developers. These papers provide a framework for assessing the quality of digital scholarship, so that junior faculty can recommend high-quality educational resources to their trainees. These papers help guide educators on how to produce high quality digital scholarship and maximize recognition and credit in respect to receiving promotion and tenure.

Curated Collections for Educators: Five Key Papers on Evaluating Digital Scholarship

PubMed Central

Chan, Teresa M; Sampson, Christopher; Grossman, Catherine; Butts, Christine; Casey, John; Caretta-Weyer, Holly; Gottlieb, Michael

2018-01-01

Traditionally, scholarship that was recognized for promotion and tenure consisted of clinical research, bench research, and grant funding. Recent trends have allowed for differing approaches to scholarship, including digital publication. As increasing numbers of trainees and faculty turn to online educational resources, it is imperative to critically evaluate these resources. This article summarizes five key papers that address the appraisal of digital scholarship and describes their relevance to junior clinician educators and faculty developers. In May 2017, the Academic Life in Emergency Medicine Faculty Incubator program focused on the topic of digital scholarship, providing and discussing papers relevant to the topic. We augmented this list of papers with further suggestions by guest experts and by an open call via Twitter for other important papers. Through this process, we created a list of 38 papers in total on the topic of evaluating digital scholarship. In order to determine which of these papers best describe how to evaluate digital scholarship, the authorship group assessed the papers using a modified Delphi approach to build consensus. In this paper we present the five most highly rated papers from our process about evaluating digital scholarship. We summarize each paper and discuss its specific relevance to junior faculty members and to faculty developers. These papers provide a framework for assessing the quality of digital scholarship, so that junior faculty can recommend high-quality educational resources to their trainees. These papers help guide educators on how to produce high quality digital scholarship and maximize recognition and credit in respect to receiving promotion and tenure. PMID:29531874

Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned.

PubMed

Chandran, Latha; Gusic, Maryellen E; Lane, J Lindsey; Baldwin, Constance D

2017-01-01

Clinical educators at U.S. academic health centers are frequently disadvantaged in the academic promotion system, lacking needed faculty development, mentoring, and networking support. In 2006, we implemented the national Educational Scholars Program to offer faculty development in educational scholarship for early career educators in pediatrics. We aimed to provide them with skills, experience, and initial success in educational scholarship and dissemination. The 3-year curriculum is delivered in interactive sessions at the annual pediatric academic meetings and online intersession modules. Curriculum content progresses from educational scholarship and implementing scholarly projects to dissemination and professional networking. Intersession modules address project planning, building an educator portfolio, reviewing the literature, using technology, authorship, and peer review. Concurrently, all scholars must complete a mentored educational project and demonstrate national dissemination of a peer-reviewed product to obtain a Certificate of Excellence in Educational Scholarship. The setting of this study was a national, longitudinal, cohort-based faculty development program built within the Academic Pediatric Association, a 2,000-member professional organization. In 10 years, the Educational Scholars Program has enrolled 172 scholars in 8 cohorts; 94 have graduated so far. We describe how formative evaluation guided curriculum refinement and process improvement. Summative evaluations show that faculty and scholars were satisfied with the program. Participant outcomes from Cohort 1, assessed at Kirkpatrick's four levels of evaluation, demonstrate increases in scholarly productivity, leadership activities, and academic promotions. Curriculum building is a dynamic process of ongoing evaluation and modification. Our program benefited from designing an integrated and focused curriculum, developing educational principles to guide program improvements, creating curricular tools to help learners organize and document their efforts, supporting project-based learning with expert mentoring, and facilitating peer and faculty networking and collaboration. A national, longitudinal faculty development program can support growth in academic knowledge and skills, promote professional networking, and thereby enrich educators' career opportunities.

The Student Role in Faculty Selection, Evaluation And Retention.

ERIC Educational Resources Information Center

Jenks, R. Stephen; And Others

Arguing that it is difficult to discuss the student's role in faculty selection, evaluation and retention outside the broader context of the student's role in decision making (see Jenks, HE 001 251), the author describes the new unicameral system at the University of New Hampshire and some of the processes the institution went through in achieving…

Internal Quality Assurance Reviews: Challenges and Processes--Walter Sisulu University's Business, Management Sciences and Law Faculty

ERIC Educational Resources Information Center

Moodly, A.; Saunderson, I.

2008-01-01

The Council for Higher Educations' (CHE) Higher Education Quality Committee (HEQC) requires internal quality evaluations to be performed on the various programmes offered by the Faculty before visitation by the HEQC. This article examines some of the challenges and processes followed by six of the departments of Walter Sisulu University's Faculty…

Faculty Composition in Four-Year Institutions: The Role of Pressures, Values, and Organizational Processes in Academic Decision-Making

ERIC Educational Resources Information Center

Kezar, Adrianna; Gehrke, Sean

2016-01-01

This study broadens our understanding of conditions that shape faculty composition in higher education. We surveyed academic deans to evaluate their views on the professoriate, values, pressures, and practices pertaining to the use of non-tenure-track faculty (NTTF). We utilized [ordinary-least-squares] OLS regression to test a model for…

Motivational Implications of Faculty Performance Standards

ERIC Educational Resources Information Center

Hardre, Patricia L.; Kollmann, Sherry L.

2012-01-01

Expectations and how they are communicated influence employees' motivation, effort, goals, efficacy and performance. This study examined faculty performance evaluation standards and processes of 60 academic departments in research universities for motivationally relevant elements. Characteristics were systematically analysed to understand their…

Designing faculty development to support the evaluation of resident competency in the intrinsic CanMEDS roles: practical outcomes of an assessment of program director needs.

PubMed

Puddester, Derek; MacDonald, Colla J; Clements, Debbie; Gaffney, Jane; Wiesenfeld, Lorne

2015-06-05

The Royal College of Physicians and Surgeons of Canada and the College of Family Physicians of Canada mandate that faculty members demonstrate they are evaluating residents on all CanMEDS (Canadian Medical Education Directions for Specialists) roles as part of the accreditation process. Postgraduate Medical Education at the University of Ottawa initiated a 5-year project to develop and implement a comprehensive system to assess the full spectrum of CanMEDS roles. This paper presents the findings from a needs assessment with Program Directors, in order to determine how postgraduate medical faculty can be motivated and supported to evaluate residents on the intrinsic CanMEDS roles. Semi-structured individual interviews were conducted with 60 Postgraduate Program Directors in the Faculty of Medicine. Transcribed interviews were analyzed using qualitative analysis. Once the researchers were satisfied the identified themes reflected the views of the participants, the data was assigned to categories to provide rich, detailed, and comprehensive information that would indicate what faculty need in order to effectively evaluate their residents on the intrinsic roles. Findings indicated faculty members need faculty development and shared point of care resources to support them with how to not only evaluate, but also teach, the intrinsic roles. Program Directors expressed the need to collaborate and share resources across departments and national specialty programs. Based on our findings, we designed and delivered workshops with companion eBooks to teach and evaluate residents at the point of care (Developing the Professional, Health Advocate and Scholar). Identifying stakeholder needs is essential for designing effective faculty development. By sharing resources, faculties can prevent 'reinventing the wheel' and collaborate to meet the Colleges' accreditation requirements more efficiently.

Simulation Performance and National Council Licensure Examination for Registered Nurses Outcomes: Field Research Perspectives.

PubMed

Brackney, Dana E; Lane, Susan Hayes; Dawson, Tyia; Koontz, Angie

2017-11-01

This descriptive field study examines processes used to evaluate simulation for senior-level Bachelor of Science in Nursing (BSN) students in a capstone course, discusses challenges related to simulation evaluation, and reports the relationship between faculty evaluation of student performance and National Council Licensure Examination for Registered Nurses (NCLEX-RN) first-time passing rates. Researchers applied seven terms used to rank BSN student performance (n = 41, female, ages 22-24 years) in a senior-level capstone simulation. Faculty evaluation was correlated with students' NCLEX-RN outcomes. Students evaluated as "lacking confidence" and "flawed" were less likely to pass the NCLEX-RN on the first attempt. Faculty evaluation of capstone simulation performance provided additional evidence of student preparedness for practice in the RN role, as evidenced by the relationship between the faculty assessment and NCLEX-RN success. Simulation has been broadly accepted as a powerful educational tool that may also contribute to verification of student achievement of program outcomes and readiness for the RN role.

The evolution of educational information systems and nurse faculty roles.

PubMed

Nelson, Ramona; Meyers, Linda; Rizzolo, Mary Anne; Rutar, Pamela; Proto, Marcia B; Newbold, Susan

2006-01-01

Institutions of higher education are purchasing and/or designing sophisticated administrative information systems to manage such functions as the application, admissions, and registration process, grants management, student records, and classroom scheduling. Although faculty also manage large amounts of data, few automated systems have been created to help faculty improve teaching and learning through the management of information related to individual students, the curriculum, educational programs, and program evaluation. This article highlights the potential benefits that comprehensive educational information systems offer nurse faculty.

Peer review: a tool to enhance clinical teaching.

PubMed

Gusic, Maryellen; Hageman, Heather; Zenni, Elisa

2013-10-01

The system used by academic health centres to evaluate teaching must be valued by the large number of faculty staff that teach in clinical settings. Peer review can be used to evaluate and enhance clinical teaching. The objective of this study was to determine the perceptions of clinical faculty about the effects of participating in peer review. Faculty members were observed teaching in a clinical setting by trained peer observers. Feedback was provided using a checklist of behaviours and descriptive comments. Afterwards, semi-structured interviews were conducted to assess the faculty member's perception about the process. Notes from the interviews were analysed using a grounded theory approach. The study was approved by the institutional review boards of all the institutions involved. Three themes emerged from the interviews with faculty members: (1) they found the process to be valuable - they received information that affirmed "good" teaching behaviours, and were prompted to be more focused on their teaching; (2) they were motivated to enhance their teaching by being more deliberate, interactive and learner-centred; and (3) they were inspired to explore other opportunities to improve their teaching skills. Peer review is a process that promotes the open discussion and exchange of ideas. This conversation advances clinical teaching skills and allows high-quality teaching behaviours to be strengthened. © 2013 John Wiley & Sons Ltd.

Curriculum Redesign in Veterinary Medicine: Part II.

PubMed

Macik, Maria L; Chaney, Kristin P; Turner, Jacqueline S; Rogers, Kenita S; Scallan, Elizabeth M; Korich, Jodi A; Fowler, Debra; Keefe, Lisa M

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. On a larger scale, a comprehensive redesign effort involves forming a dedicated faculty redesign team, developing program learning outcomes, mapping the existing curriculum, and reviewing the curriculum in light of collected stakeholder data. The faculty of the Texas A&M University College of Veterinary Medicine & Biomedical Sciences (TAMU) recently embarked on a comprehensive curriculum redesign effort through partnership with the university's Center for Teaching Excellence. Using a previously developed evidence-based model of program redesign, TAMU created a process for use in veterinary medical education, which is described in detail in the first part of this article series. An additional component of the redesign process that is understated, yet vital for success, is faculty buy-in and support. Without faculty engagement, implementation of data-driven curricular changes stemming from program evaluation may be challenging. This second part of the article series describes the methodology for encouraging faculty engagement through the final steps of the redesign initiative and the lessons learned by TAMU through the redesign process.

Surgery resident selection and evaluation. A critical incident study.

PubMed

Edwards, J C; Currie, M L; Wade, T P; Kaminski, D L

1993-03-01

This article reports a study of the process of selecting and evaluating general surgery residents. In personnel psychology terms, a job analysis of general surgery was conducted using the Critical Incident Technique (CIT). The researchers collected 235 critical incidents through structured interviews with 10 general surgery faculty members and four senior residents. The researchers then directed the surgeons in a two-step process of sorting the incidents into categories and naming the categories. The final essential categories of behavior to define surgical competence were derived through discussion among the surgeons until a consensus was formed. Those categories are knowledge/self-education, clinical performance, diagnostic skills, surgical skills, communication skills, reliability, integrity, compassion, organization skills, motivation, emotional control, and personal appearance. These categories were then used to develop an interview evaluation form for selection purposes and a performance evaluation form to be used throughout residency training. Thus a continuum of evaluation was established. The categories and critical incidents were also used to structure the interview process, which has demonstrated increased interview validity and reliability in many other studies. A handbook for structuring the interviews faculty members conduct with applicants was written, and an interview training session was held with the faculty. The process of implementation of the structured selection interviews is being documented currently through qualitative research.

Pedagogical Benefits of Fieldwork of the Students at the Faculty of Geography in the Light of the Bologna Process

ERIC Educational Resources Information Center

Andelkovic, Sladana; Dedjanski, Vojislav; Pejic, Biljana

2018-01-01

Students' opinion and assessment of the quality of teaching presents an important segment of the evaluation of the quality of teaching at university level in accordance with the principles of the Bologna Process. In this study, we have examined opinion of students at the Faculty of Geography, University of Belgrade on the pedagogical benefits of…

Supporting Faculty During Pedagogical Change Through Reflective Teaching Practice: An Innovative Approach.

PubMed

Armstrong, Deborah K; Asselin, Marilyn E

Given the recent calls for transformation of nursing education, it is critical that faculty be reflective educators. Reflective teaching practice is a process of self-examination and self-evaluation to gain insight into teaching to improve the teaching-learning experience. Limited attention has been given to this notion in the nursing education literature. An innovative reflective teaching practice approach for nursing education is proposed, consisting of question cues, journaling, and a process of facilitated meetings. The authors describe their perceptions of using this approach with faculty during the implementation of a new pedagogy and suggest areas for further research.

Teaching in relationship: the impact on faculty of teaching "the Healer's Art".

PubMed

Rabow, Michael W; Newman, Maya; Remen, Rachel N

2014-01-01

Medical teachers report both positive and negative experiences, but these impacts are not well understood. In particular, the experience of faculty in relationship-centered education is unknown. We sought to assess the benefits to teachers of the Healer's Art, a popular international medical school elective course. We performed quantitative and qualitative analyses of course evaluations completed by 2009-10 Healer's Art faculty from 17 schools. Ninety-nine of 117 faculty (84.6%) completed the evaluation. No differences in quantitative responses based on gender, specialty, medical school, or year of graduation were observed. Respondents were likely or very likely to agree that the course was useful, positively impacted clinical work and teaching, and increased overall commitment to teaching. In describing the benefits of teaching in the Healer's Art, faculty emphasized four themes: Personal Response to Medicine, Professional Growth, Greater Connection, and Greater Empathy and Respect for Students. Healer's Art faculty report personal and professional benefits, as well as increased commitment to teaching and to a relationship-centered educational process.

Evaluation 101: How One Department Embraced the Process

ERIC Educational Resources Information Center

Gothard, Katina; Gorham, Jayne

2011-01-01

An evaluation system was designed and implemented by a faculty support department to measure the value, identify gaps, and improve the quality of their training at a midsize community college. The Targeted Evaluation Process (Combs & Falletta, 2000) was selected as the evaluation framework because of its applicability to training and nontraining…

Repaying in Kind: Examination of the Reciprocity Effect in Faculty and Resident Evaluations.

PubMed

Gardner, Aimee K; Scott, Daniel J

Although the reciprocity hypothesis (that trainees have a tendency to modify evaluations based on the grades they receive from instructors) has been documented in other fields, very little work has examined this phenomenon in the surgical residency environment. The purpose of this study was to investigate the extent to which lenient-grading faculty receive higher evaluations from surgery residents. Evaluation data from 2 consecutive academic years were collected retrospectively at a large university-based General Surgery residency program. Monthly faculty evaluations of residents (15 items) and resident evaluations of faculty (8 items; 1 = never demonstrates, 10 = always demonstrates) were included. Correlation and regression analyses were conducted with SPSS version 22 (IBM; Chicago, IL). A total of 2274 faculty assessments and 1480 resident assessments were included in this study, representing 2 years of evaluations for 32 core faculty members responsible for completing all resident evaluations and 68 PGY1-5 general surgery residents. Faculty (63% men, 13.5 ± 9.8 years out of training) represented 5 different divisions (general surgery, surgical oncology, transplant, trauma critical care, and vascular) within the general surgery department. Faculty received an average of 71.1 ± 33.9 evaluations from residents over the course of 2 years. The average rating of faculty teaching by residents was 9.5 ± 0.4. Residents received an average of 21.8 ± 0.5 evaluations with average ratings of 4.2 ± 0.4. Correlation analyses indicated a positive relationship between the average rating received from residents and the number of years since faculty completed training (r = 0.44, p = 0.01). Additionally, a significant relationship emerged between ratings received from residents and ratings given to residents (r = 0.40, p = 0.04). Regression analyses indicated that when both variables (years since training, ratings given to residents) were included in the model, only ratings given to residents remained a significant predictor of evaluation ratings received from residents (F (1,32) = 4.40, p = 0.04), with an R 2 of 0.16. Sex or division affiliation did not account for any unique variance. These findings suggest that a reciprocity effect exists between surgery faculty and resident evaluations. This effect warrants further exploration, such that efforts to mitigate the risks of providing inaccurate assessments may be developed. Providing trainees with accurate assessments is particularly important given the high-stakes use of these data for milestones, promotion, and graduation purposes, which currently do not account for this reciprocity effect. Results suggest that there is a reciprocity effect in the faculty and resident evaluation process. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Mentoring doctoral students for qualitative research: interviews with experienced nursing faculty in Japan.

PubMed

Kayama, Mami; Gregg, Misuzu F; Asahara, Kiyomi; Yamamoto-Mitani, Noriko; Okuma, Keiko; Ohta, Kikuko; Kinoshita, Yasuhito

2013-05-01

This study aimed to describe the process of mentoring doctoral students for qualitative research in Japanese graduate programs in nursing. Nine experienced faculty-seven nurse researchers and two sociologists-were interviewed. Participants were asked about their process of mentoring students for qualitative nursing dissertations. Data analysis was conducted using a qualitative descriptive method. Participants' age ranged from 48 to 60 years. The first theme in the mentoring process is about the individualized, one-on-one mentorship process. The second theme occurs in a group process. The third theme is coordinating mentors and establishing a network to support the evaluation system. The mentoring processes identified in this study will be useful for future faculty development. The study elucidated much room for improvement in doctoral education programs for qualitative research methods in nursing science. Copyright 2013, SLACK Incorporated.

SELECTION OF ENDOCRINOLOGY SUBSPECIALTY TRAINEES: WHICH APPLICANT CHARACTERISTICS ARE ASSOCIATED WITH PERFORMANCE DURING FELLOWSHIP TRAINING?

PubMed

Natt, Neena; Chang, Alice Y; Berbari, Elie F; Kennel, Kurt A; Kearns, Ann E

2016-01-01

To determine which residency characteristics are associated with performance during endocrinology fellowship training as measured by competency-based faculty evaluation scores and faculty global ratings of trainee performance. We performed a retrospective review of interview applications from endocrinology fellows who graduated from a single academic institution between 2006 and 2013. Performance measures included competency-based faculty evaluation scores and faculty global ratings. The association between applicant characteristics and measures of performance during fellowship was examined by linear regression. The presence of a laudatory comparative statement in the residency program director's letter of recommendation (LoR) or experience as a chief resident was significantly associated with competency-based faculty evaluation scores (β = 0.22, P = .001; and β = 0.24, P = .009, respectively) and faculty global ratings (β = 0.85, P = .006; and β = 0.96, P = .015, respectively). The presence of a laudatory comparative statement in the residency program director's LoR or experience as a chief resident were significantly associated with overall performance during subspecialty fellowship training. Future studies are needed in other cohorts to determine the broader implications of these findings in the application and selection process.

What goes around comes around: improving faculty retention through more effective mentoring.

PubMed

Dunham-Taylor, Janne; Lynn, Cynthia W; Moore, Patricia; McDaniel, Staci; Walker, Jane K

2008-01-01

In the midst of a nursing faculty shortage, recruitment and retention of new faculty are of utmost importance if the country is to educate and graduate a sufficient number of nurses to fill the health care demands. The pressure of horizontal hostility combined with lack of support, guidance, and knowledge about the educational system makes the novice nurse faculty members vulnerable to burnout and early resignations. Mentorship is the single most influential way to successfully develop new nursing faculty, reaping the benefits of recruitment, retention, and long-term maturation of future nurse mentors. Mentoring is a developmental process designed to support and navigate the novice nurse educator through the tasks and experiences of nursing education. The essential elements of an effective mentorship program include the following: socialization, collaboration, operations, validation/evaluation, expectations, transformation, reputation, documentation, generation, and perfection. The mentoring process can lead to an upward spiral of success. If negative, the new faculty experience is at risk for a downward spiral. In this spiral, the final outcome will ultimately be the creation of productive faculty (and future nurse mentors), along with improved faculty group dynamics and teamwork, or just another vacant position.

Evaluating the Effectiveness of POGIL-PCL Workshops

ERIC Educational Resources Information Center

Stegall, Stacy L.; Grushow, Alexander; Whitnell, Robert; Hunnicutt, Sally S.

2016-01-01

The POGIL-PCL (Process-Oriented Guided Inquiry Learning in the Physical Chemistry Laboratory) project has developed a series of workshops to introduce faculty to POGIL-PCL and to facilitate the development of new experiments. More than 60 faculty members from various institutions have attended these workshops. Workshop participants were surveyed…

Curriculum Redesign in Veterinary Medicine: Part I.

PubMed

Chaney, Kristin P; Macik, Maria L; Turner, Jacqueline S; Korich, Jodi A; Rogers, Kenita S; Fowler, Debra; Scallan, Elizabeth M; Keefe, Lisa M

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. At Texas A&M College of Veterinary Medicine & Biomedical Sciences (TAMU), the faculty and administration partnered with the university's Center for Teaching Excellence to create a faculty-driven, data-enhanced curricular redesign process. The 8-step process begins with the formation of a dedicated faculty curriculum design team to drive the redesign process and to support the college curriculum committee. The next steps include defining graduate outcomes and mapping the current curriculum to identify gaps and redundancies across the curriculum. Data are collected from internal and external stakeholders including veterinary students, faculty, alumni, and employers of graduates. Data collected through curriculum mapping and stakeholder engagement substantiate the curriculum redesign. The guidelines, supporting documents, and 8-step process developed at TAMU are provided to assist other veterinary schools in successful curricular redesign. This is the first of a two-part report that provides the background, context, and description of the process for charting the course for curricular change. The process involves defining expected learning outcomes for new graduates, conducting a curriculum mapping exercise, and collecting stakeholder data for curricular evaluation (steps 1-4). The second part of the report describes the development of rubrics that were applied to the graduate learning outcomes (steps 5-8) and engagement of faculty during the implementation phases of data-driven curriculum change.

Capacity building of midwifery faculty to implement a 3-years midwifery diploma curriculum in Bangladesh: A process evaluation of a mentorship programme.

PubMed

Erlandsson, Kerstin; Doraiswamy, Sathyanarayanan; Wallin, Lars; Bogren, Malin

2018-03-01

When a midwifery diploma-level programme was introduced in 2010 in Bangladesh, only a few nursing faculty staff members had received midwifery diploma-level. The consequences were an inconsistency in interpretation and implementation of the midwifery curriculum in the midwifery programme. To ensure that midwifery faculty staff members were adequately prepared to deliver the national midwifery curriculum, a mentorship programme was developed. The aim of this study was to examine feasibility and adherence to a mentorship programme among 19 midwifery faculty staff members who were lecturing the three years midwifery diploma-level programme at ten institutes/colleges in Bangladesh. The mentorship programme was evaluated using a process evaluation framework: (implementation, context, mechanisms of impact and outcomes). An online and face-to-face blended mentorship programme delivered by Swedish midwifery faculty staff members was found to be feasible, and it motivated the faculty staff members in Bangladesh both to deliver the national midwifery diploma curriculum as well as to carry out supportive supervision for midwifery students in clinical placement. First, the Swedish midwifery faculty staff members visited Bangladesh and provided a two-days on-site visit prior to the initiation of the online part of the mentorship programme. The second on-site visit was five-days long and took place at the end of the programme, that being six to eight months from the first visit. Building on the faculty staff members' response to feasibility and adherence to the mentorship programme, the findings indicate opportunities for future scale-up to all institutes/collages providing midwifery education in Bangladesh. It has been proposed that a blended online and face-to-face mentorship programme may be a means to improving national midwifery programmes in countries where midwifery has only recently been introduced. Copyright © 2018. Published by Elsevier Ltd.

Perceptions of a continuing professional development portfolio model to enhance the scholarship of teaching and learning.

PubMed

Tofade, Toyin; Abate, Marie; Fu, Yunting

2014-04-01

To obtain feedback about the potential usefulness of a continuing professional development (CPD) portfolio for enhancing a faculty or practitioner's scholarship of teaching and learning (SoTL). A CPD portfolio approach to the SoTL was distributed in advance to registrants of the 2011 Annual AACP Teacher's Seminar. In an interactive workshop, faculty facilitators described a model for a CPD process applied to the development of an individual's SoTL. During the workshop, participants were asked to complete the initial sections of the portfolio to develop a personal plan for success in the SoTL. Post workshop, an evaluation form was distributed to the participants to obtain feedback about the CPD approach. Completed evaluation forms were collected, collated, and summarized. A total of 53 (14.1%) workshop participants completed the evaluation form of the 375 attendees. In all, 25 assistant professors, 14 associate professors, 4 full professors, 10 residents/students, 22 clinical, and 2 research faculty submitted evaluations. The proposed uses for the portfolio model selected most often by the responders were for personal development, faculty evaluation, increasing the SoTL, new faculty development, preceptor development, and residency training. A structured CPD portfolio model might be useful for the professional development of the SoTL.

Real GPA and Real SET: Two Antidotes to Greed, Sloth and Cowardice in the College Classroom

ERIC Educational Resources Information Center

Koper, Peter T.; Felton, James; Sanney, Kenneth J.; Mitchell, John B.

2015-01-01

Recently published evidence of limited learning among American college students confirms the damage done when students, faculty and institutions pursue interests that conflict with the educational process. The "disengagement compact" in which faculty tacitly trade lenient workloads and grading for higher student evaluation of teaching…

Getting a Tenure-Track Faculty Position at a Teaching-Centered Research University

ERIC Educational Resources Information Center

Wilkens, Robert; Comfort, Kristen

2016-01-01

The goal of this article is to provide critical information to chemical engineers seeking a tenure-track faculty position within academia. We outline the application and submission process from start to finish, including a discussion on critical evaluation metrics sought by search committees. In addition, we highlight frequent mistakes made by…

A short questionnaire to assess pediatric resident’s competencies: the validation process

PubMed Central

2013-01-01

Background In order to help assess resident performance during training, the Residency Affair Committee of the Pediatric Residency Program of the University of Padua (Italy) administered a Resident Assessment Questionnaire (ReAQ), which both residents and faculty were asked to complete. The aim of this article is to present the ReAQ and its validation. Methods The ReAQ consists of 20 items that assess the six core competencies identified by the Accreditation Council of Graduate Medical Education (ACGME). A many-facet Rasch measurement analysis was used for validating the ReAQ. Results Between July 2011 and June 2012, 211 evaluations were collected from residents and faculty. Two items were removed because their functioning changed with the gender of respondents. The step calibrations were ordered. The self evaluations (residents rating themselves) positively correlated with the hetero evaluations (faculty rating residents; Spearman’s ρ = 0.75, p < 0.001). Unfortunately, the observed agreement among faculty was smaller than expected (Exp = 47.1%; Obs = 41%), which indicates that no enough training to faculty for using the tool was provided. Conclusions In its final form, the ReAQ provides a valid unidimensional measure of core competences in pediatric residents. It produces reliable measures, distinguishes among groups of residents according to different levels of performance, and provides a resident evaluation that holds an analogous meaning for residents and faculty. PMID:23830041

Dental students' self-assessment of operative preparations using CAD/CAM: a preliminary analysis.

PubMed

Mays, Keith A; Levine, Eric

2014-12-01

The Commission on Dental Accreditation (CODA)'s accreditation standards for dental schools state that "graduates must demonstrate the ability to self-assess." Therefore, dental schools have developed preclinical and clinical self-assessment (SA) protocols aimed at fostering a reflective process. This study comparing students' visual SA with students' digital SA and with faculty assessment was designed to test the hypothesis that higher agreement would occur when utilizing a digital evaluation. Twenty-five first-year dental students at one dental school participated by preparing a mesial occlusal preparation on tooth #30 and performing both types of SAs. A faculty evaluation was then performed both visually and digitally using the same evaluation criteria. The Kappa statistic was used to measure agreement between evaluators. The results showed statistically significant moderate agreement between the faculty visual and faculty digital modes of evaluation for occlusal shape (K=0.507, p=0.002), proximal shape (K=0.564, p=0.001), orientation (K=0.425, p=0.001), and definition (K=0.480, p=0.001). There was slight to poor agreement between the student visual and faculty visual assessment, except for preparation orientation occlusal shape (K=0.164, p=0.022), proximal shape (K=-0.227, p=0.032), orientation (K=0.253, p=0.041), and definition (K=-0.027, p=0.824). This study showed that the students had challenges in self-assessing even when using CAD/CAM and the digital assessment did not improve the amount of student/faculty agreement.

An Innovative, No-cost, Evidence-Based Smartphone Platform for Resident Evaluation.

PubMed

Green, John M

Timely performance evaluation and feedback are critical to resident development. However, formulating and delivering this information disrupts physician workflow, leading to low participation. This study was designed to determine if a locally developed smartphone platform would integrate regular evaluation into daily processes and thus increase faculty participation in timely resident evaluation. Formal, documented resident operative and patient interaction evaluations were compiled over an 8-month study period. The study was divided into two 4-month phases. No changes to the existing evaluation methods were made during Phase 1. Phase 2 began after a washout period of 2 weeks and coincided with the launch of a smartphone-based platform. The platform uses a combination of Likert scale questions and the Dreyfus model of skill acquisition to describe competence levels in technical and nontechnical skills. The instrument inflicts minimal effect on surgeon workflow, with the aim of integrating resident evaluation into daily processes. The number of different faculty members performing evaluations, resident level (postgraduate year), type of interaction or procedure, and competency data were compiled. All evaluations were tracked by the program director as they were automatically uploaded into a database. Faculty members were introduced to the new platform at the beginning of Phase 2, and previous methods of evaluation continued to be encouraged and were considered valid throughout both phases of the study. Data were analyzed using Fisher exact test for specific PGY level, and chi-square test was used for overall program analysis. Statistical significance was set at p < 0.05. Total faculty engagement, that is, number of faculty members completing evaluations, increased from 13% (5/38) in Phase 1 to 53% (20/38) in Phase 2. During Phase 1, all evaluations consisted of online forms through the department's established system or e-mails to the program director. Evaluations were completed in 0.9% (15/1599) of cases residents completed in Phase 1 versus 12% (217/1812) of those in Phase 2. During Phase 2, evaluations were conducted exclusively using the new platform. This was done based on participant's choice. Total numbers of residents and core faculty members did not change between Phases 1 and 2. A smartphone-based platform can be created with existing technology at no cost. It is adaptable and can be updated in real-time and can employ validated scales to build an evaluation portfolio for learners assessing technical and nontechnical skills. Furthermore, and perhaps most importantly, it can be designed to integrate into existing workflow patterns to increase faculty participation. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Comparison Between Manual Auditing and a Natural Language Process With Machine Learning Algorithm to Evaluate Faculty Use of Standardized Reports in Radiology.

PubMed

Guimaraes, Carolina V; Grzeszczuk, Robert; Bisset, George S; Donnelly, Lane F

2018-03-01

When implementing or monitoring department-sanctioned standardized radiology reports, feedback about individual faculty performance has been shown to be a useful driver of faculty compliance. Most commonly, these data are derived from manual audit, which can be both time-consuming and subject to sampling error. The purpose of this study was to evaluate whether a software program using natural language processing and machine learning could accurately audit radiologist compliance with the use of standardized reports compared with performed manual audits. Radiology reports from a 1-month period were loaded into such a software program, and faculty compliance with use of standardized reports was calculated. For that same period, manual audits were performed (25 reports audited for each of 42 faculty members). The mean compliance rates calculated by automated auditing were then compared with the confidence interval of the mean rate by manual audit. The mean compliance rate for use of standardized reports as determined by manual audit was 91.2% with a confidence interval between 89.3% and 92.8%. The mean compliance rate calculated by automated auditing was 92.0%, within that confidence interval. This study shows that by use of natural language processing and machine learning algorithms, an automated analysis can accurately define whether reports are compliant with use of standardized report templates and language, compared with manual audits. This may avoid significant labor costs related to conducting the manual auditing process. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

SELECTION OF ENDOCRINOLOGY SUBSPECIALTY TRAINEES: WHICH APPLICANT CHARACTERISTICS ARE ASSOCIATED WITH PERFORMANCE DURING FELLOWSHIP TRAINING?

PubMed Central

Natt, Neena; Chang, Alice Y.; Berbari, Elie F.; Kennel, Kurt A.; Kearns, Ann E.

2016-01-01

Objective To determine which residency characteristics are associated with performance during endocrinology fellowship training as measured by competency-based faculty evaluation scores and faculty global ratings of trainee performance. Method We performed a retrospective review of interview applications from endocrinology fellows who graduated from a single academic institution between 2006 and 2013. Performance measures included competency-based faculty evaluation scores and faculty global ratings. The association between applicant characteristics and measures of performance during fellowship was examined by linear regression. Results The presence of a laudatory comparative statement in the residency program director’s letter of recommendation (LoR) or experience as a chief resident was significantly associated with competency-based faculty evaluation scores (β = 0.22, P = 0.001; and β = 0.24, P = 0.009, respectively) and faculty global ratings (β = 0.85, P = 0.006; and β = 0.96, P = 0.015, respectively). Conclusion The presence of a laudatory comparative statement in the residency program director’s LoR or experience as a chief resident were significantly associated with overall performance during subspecialty fellowship training. Future studies are needed in other cohorts to determine the broader implications of these findings in the application and selection process. PMID:26437219

Pilot evaluation of the Computer-Based Assessment for Sampling Personal Characteristics test.

PubMed

Shipper, Edward S; Mazer, Laura M; Merrell, Sylvia Bereknyei; Lin, Dana T; Lau, James N; Melcher, Marc L

2017-07-01

High attrition rates hint at deficiencies in the resident selection process. The evaluation of personal characteristics representative of success is difficult. Here, we evaluate a novel tool for assessing personal characteristics. To evaluate feasibility, we used an anonymous voluntary survey questionnaire offered to study participants before and after contact with the CASPer test. To evaluate the CASPer test as a predictor of success, we compared CASPer test assessments of personal characteristics versus traditional faculty assessment of personal characteristics with applicant rank list position. All applicants (n = 77) attending an in-person interview for general surgery residency, and all faculty interviewers (n = 34) who reviewed these applications were invited to participate. Among applicants, 84.4% of respondents (65 of 77) reported that a requirement to complete the CASPer test would have no bearing or would make them more likely to apply to the program (mean = 3.30, standard deviation = 0.96). Among the faculty, 62.5% respondents (10 of 16) reported that the same condition would have no bearing or would make applicants more likely to apply to the program (mean = 3.19, standard deviation = 1.33). The Spearman's rank-order correlation coefficients for the relationships between traditional faculty assessment of personal characteristics and applicant rank list position, and novel CASPer assessment of personal characteristics and applicant rank list position, were -0.45 (P = 0.033) and -0.41 (P = 0.055), respectively. The CASPer test may be feasibly implemented as component of the resident selection process, with the potential to predict applicant rank list position and improve the general surgery resident selection process. Copyright © 2017 Elsevier Inc. All rights reserved.

The language faculty that wasn't: a usage-based account of natural language recursion

PubMed Central

Christiansen, Morten H.; Chater, Nick

2015-01-01

In the generative tradition, the language faculty has been shrinking—perhaps to include only the mechanism of recursion. This paper argues that even this view of the language faculty is too expansive. We first argue that a language faculty is difficult to reconcile with evolutionary considerations. We then focus on recursion as a detailed case study, arguing that our ability to process recursive structure does not rely on recursion as a property of the grammar, but instead emerges gradually by piggybacking on domain-general sequence learning abilities. Evidence from genetics, comparative work on non-human primates, and cognitive neuroscience suggests that humans have evolved complex sequence learning skills, which were subsequently pressed into service to accommodate language. Constraints on sequence learning therefore have played an important role in shaping the cultural evolution of linguistic structure, including our limited abilities for processing recursive structure. Finally, we re-evaluate some of the key considerations that have often been taken to require the postulation of a language faculty. PMID:26379567

The language faculty that wasn't: a usage-based account of natural language recursion.

PubMed

Christiansen, Morten H; Chater, Nick

2015-01-01

In the generative tradition, the language faculty has been shrinking-perhaps to include only the mechanism of recursion. This paper argues that even this view of the language faculty is too expansive. We first argue that a language faculty is difficult to reconcile with evolutionary considerations. We then focus on recursion as a detailed case study, arguing that our ability to process recursive structure does not rely on recursion as a property of the grammar, but instead emerges gradually by piggybacking on domain-general sequence learning abilities. Evidence from genetics, comparative work on non-human primates, and cognitive neuroscience suggests that humans have evolved complex sequence learning skills, which were subsequently pressed into service to accommodate language. Constraints on sequence learning therefore have played an important role in shaping the cultural evolution of linguistic structure, including our limited abilities for processing recursive structure. Finally, we re-evaluate some of the key considerations that have often been taken to require the postulation of a language faculty.

How to become a better clinical teacher: a collaborative peer observation process.

PubMed

Finn, Kathleen; Chiappa, Victor; Puig, Alberto; Hunt, Daniel P

2011-01-01

Peer observation of teaching (PoT) is most commonly done as a way of evaluating educators in lecture or small group teaching. Teaching in the clinical environment is a complex and hectic endeavor that requires nimble and innovative teaching on a daily basis. Most junior faculty start their careers with little formal training in education and with limited opportunity to be observed or to observe more experienced faculty. Formal PoT would potentially ameliorate these challenges. This article describes a collaborative peer observation process that a group of 11 clinician educators is using as a longitudinal faculty development program. The process described in this article provides detailed and specific teaching feedback for the observed teaching attending while prompting the observing faculty to reflect on their own teaching style and to borrow effective teaching techniques from the observation. This article provides detailed examples from written feedback obtained during collaborative peer observation to emphasize the richness of this combined experience.

Increasing Completion Rate of an M4 Emergency Medicine Student End-of-Shift Evaluation Using a Mobile Electronic Platform and Real-Time Completion.

PubMed

Tews, Matthew C; Treat, Robert W; Nanes, Maxwell

2016-07-01

Medical students on an emergency medicine rotation are traditionally evaluated at the end of each shift with paper-based forms, and data are often missing due to forms not being turned in or completed. Because students' grades depend on these evaluations, change was needed to increase form rate of return. We analyzed a new electronic evaluation form and modified completion process to determine if it would increase the completion rate without altering how faculty scored student performance. During fall 2013, 29 faculty completed paper N=339 evaluations consisting of seven competencies for 33 students. In fall 2014, an electronic evaluation form with the same competencies was designed using an electronic platform and completed N=319 times by 27 faculty using 25 students' electronic devices. Feedback checkboxes were added to facilitate collection of common comments. Data was analyzed with IBM® SPSS® 21.0 using multi-factor analysis of variance with the students' global rating (GR) as an outcome. Inter-item reliability was determined with Cronbach alpha. There was a significantly higher completion rate (p=0.001) of 98% electronic vs. 69% paper forms, lower (p=0.001) missed GR rate (1% electronic. vs 12% paper), and higher mean scores (p=0.001) for the GR with the electronic (7.0±1.1) vs. paper (6.8±1.2) form. Feedback checkboxes were completed on every form. The inter-item reliability for electronic and paper forms was each alpha=0.95. The use of a new electronic form and modified completion process for evaluating students at the end of shift demonstrated a higher faculty completion rate, a lower missed data rate, a higher global rating and consistent collection of common feedback. The use of the electronic form and the process for obtaining the information made our end-of-shift evaluation process for students more reliable and provided more accurate, up-to-date information for student feedback and when determining student grades.

Evaluation Procedures in the Charlotte-Mecklenburg Career Ladder Plan.

ERIC Educational Resources Information Center

Schlechty, Phillip C.

1985-01-01

Describes faculty evaluation procedures used in the Charlotte-Mecklenburg (North Carolina) Public Schools in conjunction with career development. Covers the program's philosophy, purposes, and special characteristics; expectations set and competencies sought; the areas evaluation; evaluator characteristics; the observation process; teachers'…

Learnings From the Pilot Implementation of Mobile Medical Milestones Application.

PubMed

Page, Cristen P; Reid, Alfred; Coe, Catherine L; Carlough, Martha; Rosenbaum, Daryl; Beste, Janalynn; Fagan, Blake; Steinbacher, Erika; Jones, Geoffrey; Newton, Warren P

2016-10-01

Implementation of the educational milestones benefits from mobile technology that facilitates ready assessments in the clinical environment. We developed a point-of-care resident evaluation tool, the Mobile Medical Milestones Application (M3App), and piloted it in 8 North Carolina family medicine residency programs. We sought to examine variations we found in the use of the tool across programs and explored the experiences of program directors, faculty, and residents to better understand the perceived benefits and challenges of implementing the new tool. Residents and faculty completed presurveys and postsurveys about the tool and the evaluation process in their program. Program directors were interviewed individually. Interviews and open-ended survey responses were analyzed and coded using the constant comparative method, and responses were tabulated under themes. Common perceptions included increased data collection, enhanced efficiency, and increased perceived quality of the information gathered with the M3App. Residents appreciated the timely, high-quality feedback they received. Faculty reported becoming more comfortable with the tool over time, and a more favorable evaluation of the tool was associated with higher utilization. Program directors reported improvements in faculty knowledge of the milestones and resident satisfaction with feedback. Faculty and residents credited the M3App with improving the quality and efficiency of resident feedback. Residents appreciated the frequency, proximity, and specificity of feedback, and faculty reported the app improved their familiarity with the milestones. Implementation challenges included lack of a physician champion and competing demands on faculty time.

A Collaborative Team Teaching Model for a MSW Capstone Course.

PubMed

Moore, Rebecca M; Darby, Kathleen H; Blake, Michelle E

2016-01-01

This exploratory study was embedded in a formative process for the purposes of improving content delivery to an evidence-based practice class, and improving students' performance on a comprehensive exam. A learning and teaching model was utilized by faculty from a three-university collaborative graduate social work program to examine the extent to which course texts and assignments explicitly supported the process, application, and evaluation of evidence-based practices. The model was grounded in a collaborative culture, allowing each faculty to share their collective skills and knowledge across a range of practice settings as they revised the course curriculum. As a result, faculty found they had created a unique community that allowed a wider context for learning and professional development that translated into the classroom. Students enrolled in the revised course across all three universities showed improvement on the comprehensive exam. When faculty themselves invest in collaborative learning and teaching, students benefit.

Strengthening Internal Quality Assurance Processes: Facilitating Student Evaluation Committees to Contribute

ERIC Educational Resources Information Center

Stalmeijer, Renée; Whittingham, Jill; de Grave, Willem; Dolmans, Diana

2016-01-01

Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and…

Factors promoting sustainability of education innovations: a comparison of faculty perceptions and existing frameworks.

PubMed

Loh, Lawrence C; Friedman, Stacey R; Burdick, William P

2013-01-01

Health professions education uses innovative projects to promote faculty development and institution change. Faculty perceptions of the factors that promote project sustainability affect how faculty conceptualize and implement their innovations, which influences whether and how they plan for sustainability. This paper compares educators' perceptions of factors that influence sustainability in innovative projects with factors identified in project sustainability literature, to identify areas of convergence and divergence. Using questionnaires, faculty development fellowship participants from Brazil and India shared their perceptions on factors influencing their project's sustainability. An analysis framework was developed from existing project sustainability literature; faculty responses were then coded through an iterative process. Key sustainability themes identified by faculty included project-level factors related to project design, stakeholder support, monitoring and evaluation, and project outcomes. Identified context level factors were related to institutional and governmental support as well as self-motivation and peer support. Availability of resources and funding were identified as relevant at both the project and context levels. Project-level factors were more often cited than context-level factors as key to ensuring sustainability. Faculty development efforts in health professions education should employ strategies to target these themes in promoting innovation sustainability. These include preengagement with institutional leaders, alignment with public sector goals, strategic diffusion of information, project expansion and transferability, capacity building in monitoring and evaluation, and creation of a community of educators for information exchange and support.

Curated Collections for Educators: Five Key Papers about Residents as Teachers Curriculum Development.

PubMed

Krzyzaniak, Sara M; Cherney, Alan; Messman, Anne; Natesan, Sreeja; Overbeck, Michael; Schnapp, Benjamin; Boysen-Osborn, Megan

2018-02-04

The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to prepare residents to teach and assess medical students and other learners. In order to achieve this, many programs develop formal residents as teachers (RAT) curricula. Medical educators may seek the guidance of previously published literature during the development of RAT programs at their institutions. The authors sought to identify key articles published on the subject of RAT programs over the last 10 years. The authors utilized a formal literature search with the help of a medical librarian and identified additional articles from virtual discussions among the author group and an open call for articles on Twitter using the hashtag #MedEd. Virtual discussions occurred within an online community of practice, the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. The lead author conducted a four-round modified Delphi process among the author group in order to narrow the broad article list to five key articles on RAT programs. The authors summarize each article and provide considerations for junior faculty as well as faculty developers. Curriculum development and program evaluation should utilize established frameworks and evidence-based approaches. The papers identified by this Delphi process will help faculty use best practices when creating or revising new RAT curriculum. In addition, faculty tasked with guiding junior faculty in this process or creating faculty development programs around curriculum development will find these articles to be a great resource for building content.

Curated Collections for Educators: Five Key Papers about Residents as Teachers Curriculum Development

PubMed Central

Cherney, Alan; Messman, Anne; Natesan, Sreeja; Overbeck, Michael; Schnapp, Benjamin; Boysen-Osborn, Megan

2018-01-01

The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to prepare residents to teach and assess medical students and other learners. In order to achieve this, many programs develop formal residents as teachers (RAT) curricula. Medical educators may seek the guidance of previously published literature during the development of RAT programs at their institutions. The authors sought to identify key articles published on the subject of RAT programs over the last 10 years. The authors utilized a formal literature search with the help of a medical librarian and identified additional articles from virtual discussions among the author group and an open call for articles on Twitter using the hashtag #MedEd. Virtual discussions occurred within an online community of practice, the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. The lead author conducted a four-round modified Delphi process among the author group in order to narrow the broad article list to five key articles on RAT programs. The authors summarize each article and provide considerations for junior faculty as well as faculty developers. Curriculum development and program evaluation should utilize established frameworks and evidence-based approaches. The papers identified by this Delphi process will help faculty use best practices when creating or revising new RAT curriculum. In addition, faculty tasked with guiding junior faculty in this process or creating faculty development programs around curriculum development will find these articles to be a great resource for building content. PMID:29637035

The department chair position in academic nursing.

PubMed

Kirkpatrick, M K

1994-01-01

There is a dearth of information on the role of the department chairperson in the nursing literature. As defined in this article, a chairperson is the middle manager and interface between the dean and the faculty. Chairperson refers to the leader of an adult health, maternal/parent child, community, or mental health department who reports to the dean of the School of Nursing. Using transitional theories as the undergirding framework, this article describes the transition from faculty to a chairperson position and the roles and responsibilities of the position. The chairperson must facilitate positive relationships, increase faculty productivity, and empower faculty. This constitutes the foundation for chairperson to facilitate greater faculty development, teaching excellence, and relationships. Implications for ways that nursing leaders may improve this position through the evaluative process are explored.

Faculty Hiring and Development at BYU: Perspectives of a Recent Hire and Department Chair

NASA Astrophysics Data System (ADS)

Turley, R. Steven

2002-04-01

I will present a personal perspective on the transition from an industrial to an academic physicist. For those planning on a similar transition, I will mention several things that were helpful in preparing myself, marketing myself, and adapting to an academic setting. For instance, a significant difference between academic and industrial physics is the responsibility of classroom teaching. Several things that proved particularly useful in improving my own teaching were mentoring teaching partnerships, student evaluations, help in the tenure and promotion process, and programs available from our Faculty Center. From my current perspective as a department chair, I will further discuss mentoring practices I have found helpful with other new faculty. These include such things as inviting mentors to participate with new faculty in development workshops and providing financial and other recognition for participation as a mentor. In addition to developing professional skills, I have found that good mentoring is particularly critical in encouraging new faculty to adapt to departmental culture. Finally, I will discuss ideas I have found helpful in successfully recruiting new faculty. This involves researching, identifying, and actively recruiting faculty we think will build our department. For us, it has not been sufficient to passively rely on responses from applicants to advertisements and word-of-mouth inquiries. Through careful hiring and effective mentoring, we have developed an excellent record of having our faculty being successful in the tenure process.

Examining occupational therapy education through faculty engagement in curriculum mapping and pedagogical reflection.

PubMed

MacNeil, Cheryl; Hand, Theresa

2014-01-01

This article discusses a 1-yr evaluation study of a master of science in occupational therapy program to examine curriculum content and pedagogical practices as a way to gauge program preparedness to move to a clinical doctorate. Faculty members participated in a multitiered qualitative study that included curriculum mapping, semistructured individual interviewing, and iterative group analysis. Findings indicate that curriculum mapping and authentic dialogue helped the program formulate a more streamlined and integrated curriculum with increased faculty collaboration. Curriculum mapping and collaborative pedagogical reflection are valuable evaluation strategies for examining preparedness to offer a clinical doctorate, enhancing a self-study process, and providing information for ongoing formative curriculum review. Copyright © 2014 by the American Occupational Therapy Association, Inc.

Faculty Development for Metro New York City Postdoctoral Dental Program Directors: Delphi Assessment and Program Response.

PubMed

Rubin, Marcie S; Millery, Mari; Edelstein, Burton L

2017-03-01

Faculty development for dental academicians is essential to cultivate a continuous faculty workforce, retain existing faculty members, enhance their teaching skill sets, and remain responsive to changing program requirements and curricular reforms. To maximize the utility of dental faculty development, it is important to systematically assess and address faculty members' perceived training needs. The aims of this study were to determine priority topics among one group of postdoctoral program directors and to translate those topics into faculty development programs as part of Columbia University's Health Resources and Services Administration (HRSA)-sponsored faculty training program for primary care educators. The study was conducted in 2013-16. A Delphi consensus technique was implemented with three sequential surveys of 26 New York City metropolitan area general, pediatric, and public health dentistry residency program directors. On the first survey, the five respondents (19% response rate) identified 31 topics. On the second survey, 17 respondents (response rate 65%) rated the 15 most important topics. In the third and final round, 19 respondents (73% response rate) ranked teaching research methods and teaching literature reviews as the topics of greatest interest. Overall, the responses highlighted needs for faculty development on teaching research methods, motivating trainees, trainee evaluation, and clinical care assessment. Based on these results, a series of six Faculty Forums was developed and implemented for dental educators in the metropolitan area, starting with the topic of teaching research methods. The process flow used for assessing training needs and developing and evaluating training can be applied to a variety of populations of educators.

Review evaluation indicators of health information technology course of master's degree in medical sciences universities' based on CIPP Model.

PubMed

Yarmohammadian, Mohammad Hossein; Mohebbi, Nooshin

2015-01-01

Sensitivity of teaching and learning processes in universities emphasizes the necessity of assessment of the quality of education which improves the efficiency and effectiveness of the country. This study was conducted with an aim to review and develop the evaluation criteria of health information technology course at Master of Science level in Tehran, Shahid Beheshti, Isfahan, Shiraz, and Kashan medical universities in 2012 by using CIPP model. This was an applied and descriptive research with statistical population of faculty members (23), students (97), directorates (5), and library staff (5), with a total of 130 people, and sampling was done as a census. In order to collect data, four questionnaires were used based on Likert scale with scores ranging from 1 to 5. Questionnaires' validity was confirmed by consulting with health information technology and educational evaluation experts, and questionnaires' reliability of directorates, faculty, students, and library staff was tested using the Cronbach's alpha coefficient formula, which gave r = 0.74, r = 0.93, r = 0.98, and r = 0.80, respectively. SPSS software for data analysis and both descriptive and inferential statistics containing mean, frequency percentage, standard deviation, Pearson correlation, and Spearman correlation were used. With studies from various sources, commentary of experts, and based on the CIPP evaluation model, 139 indicators were determined and then evaluated, which were associated with this course based on the three factors of context, input, and process in the areas of human resources professional, academic services, students, directors, faculty, curriculum, budget, facilities, teaching-learning activities, and scientific research activities of students and faculty, and the activities of the library staff. This study showed that in total, the health information technology course at the Master of Science level is relatively good, but trying to improve and correct it in some areas and continuing the evaluation process seems necessary.

Developing and Implementing a Counselor Evaluation Program.

ERIC Educational Resources Information Center

Bell, Priscilla J.; Acker, Kathleen E.

In the past several years, Tacoma Community College (TCC) has devoted increasing attention to evaluating faculty and staff performance. In recognition of the benefits of a growth-oriented evaluation process over a summative evaluation, the counselors and the Dean for Student Services at TCC developed a comprehensive evaluation system for…

Evaluation of a PhD Program: Paving the Way.

ERIC Educational Resources Information Center

Germain, Carol P.; And Others

1994-01-01

During the evolution of an evaluation process for the University of Pennsylvania's doctoral program in nursing, a task force developed criteria and sources for program evaluation and surveyed students, alumni, and faculty to write a self-study report for external reviewers. (JOW)

Students Evaluation of Faculty

ERIC Educational Resources Information Center

Thawabieh, Ahmad M.

2017-01-01

This study aimed to investigate how students evaluate their faculty and the effect of gender, expected grade, and college on students' evaluation. The study sample consisted of 5291 students from Tafila Technical University Faculty evaluation scale was used to collect data. The results indicated that student evaluation of faculty was high (mean =…

Successful peer review of courses: a case study.

PubMed

Horowitz, S; Van Eyck, S; Albanese, M

1998-03-01

The authors describe their school's system of peer review for courses, established in 1988 to facilitate faculty evaluation and continual course and curriculum improvement. (The system has been temporarily suspended while the school's new curriculum becomes established.) They explain how the system was created and then report how faculty reviews of courses over the five-year operation of the system compared with students' reviews of the same courses. The faculty and students' ratings were in agreement 75% of the time. When not in agreement, the students' ratings tended to upgrade courses that were not very demanding, had easy grading, and emphasized clinical details, often at the expense of basic concepts and the big picture. The authors then document how the work of the peer review system favorably influenced the transformation of the school's curriculum. They also provide guidelines for the creation and operation of a course review process that uses faculty peers. The authors maintain that the peer review system worked because it was run by a committee of experienced and respected teachers who had been selected by their peers, the other faculty. Additional reasons for its success were that the school's faculty supported and respected the committee and its work, that course directors helped evaluate their courses, and that peer reviewers took their work seriously despite having no remuneration, and the clearly positive impact of the review system on faculty interaction, faculty-student interaction, and the reform of the curriculum.

The Viewpoints of Students and Evaluation Experts About Performance Processes of Faculty Member Evaluation at Mazandaran University of Medical Sciences, 2014

PubMed Central

Ghahrani, Nassim; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad; Siamian, Hasan

2015-01-01

Background and purpose: One of the most common ways used in most of the countries and Iran to determine the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire, the content of a number of questions about educational activities provided to the students. The researchers plan to evaluate the students’ and experts’ performances at Mazandaran University of Medical Sciences on the process of evaluating the performance of teachers, they examined in 2014. Materials and methods: This study surveys the students and experts in the evaluation of faculty members’ performance process. The study subjects were 3904 students and 37 evaluation expert of Mazandaran University of Medical Sciences. Using Cochran sampling formula of 350 students through proportional stratified random sampling were selected. The experts’ viewpoint, method was used. Data collection tools consisted of 14 questions with answers Yes, or, I don’t know. Descriptive Statistical analysis of the data and chi-square test was performed. Results: From total of 350 students, 346 and the entire 37 evaluations expert participated in this study. Most of the students, 80 (23.12%) and the largest number of experts, 8 (21.62%) were from Sari Allied Medical Sciences Faculty. Most of the demographic information about gender were, 255 female students (74.56%) and 29 female experts (78.37%). In most age groups of students, 188 (55.62 percent) were in the category of 18 to 20 years, and the experts, 19 (51.35%) were in the category of 22 and 31 years. Most students, 232 of them (70.95%) were in semester 2 and 4. Most experts, 20 (54.05 percent) were under 10 years of work experience. The comparison between the views of students and experts in the evaluation process between the schools of Mazandaran University of Medical Sciences, Sari School of Nursing and Midwifery, there was difference between the opinions of experts and students (p-value=0.01. It showed 86.7% student and 33.3% of experts is satisfied with the evaluation process. Conclusion: on comparison of students and experts viewpoints on the implementation of the evaluation process, it is noteworthy that among students of different opinions on how the evaluation process. It worth to mention that there is insignificant difference between their viewpoints and majority of students and evaluation experts with the evaluation the process. In addition, the experts evaluated at different schools, most of them are satisfied the process. PMID:26236169

The Viewpoints of Students and Evaluation Experts About Performance Processes of Faculty Member Evaluation at Mazandaran University of Medical Sciences, 2014.

PubMed

Ghahrani, Nassim; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad; Siamian, Hasan

2015-06-01

One of the most common ways used in most of the countries and Iran to determine the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire, the content of a number of questions about educational activities provided to the students. The researchers plan to evaluate the students' and experts' performances at Mazandaran University of Medical Sciences on the process of evaluating the performance of teachers, they examined in 2014. This study surveys the students and experts in the evaluation of faculty members' performance process. The study subjects were 3904 students and 37 evaluation expert of Mazandaran University of Medical Sciences. Using Cochran sampling formula of 350 students through proportional stratified random sampling were selected. The experts' viewpoint, method was used. Data collection tools consisted of 14 questions with answers Yes, or, I don't know. Descriptive Statistical analysis of the data and chi-square test was performed. From total of 350 students, 346 and the entire 37 evaluations expert participated in this study. Most of the students, 80 (23.12%) and the largest number of experts, 8 (21.62%) were from Sari Allied Medical Sciences Faculty. Most of the demographic information about gender were, 255 female students (74.56%) and 29 female experts (78.37%). In most age groups of students, 188 (55.62 percent) were in the category of 18 to 20 years, and the experts, 19 (51.35%) were in the category of 22 and 31 years. Most students, 232 of them (70.95%) were in semester 2 and 4. Most experts, 20 (54.05 percent) were under 10 years of work experience. The comparison between the views of students and experts in the evaluation process between the schools of Mazandaran University of Medical Sciences, Sari School of Nursing and Midwifery, there was difference between the opinions of experts and students (p-value=0.01. It showed 86.7% student and 33.3% of experts is satisfied with the evaluation process. on comparison of students and experts viewpoints on the implementation of the evaluation process, it is noteworthy that among students of different opinions on how the evaluation process. It worth to mention that there is insignificant difference between their viewpoints and majority of students and evaluation experts with the evaluation the process. In addition, the experts evaluated at different schools, most of them are satisfied the process.

Are Online Student Evaluations of Faculty Influenced by the Timing of Evaluations?

ERIC Educational Resources Information Center

McNulty, John A.; Gruener, Gregory; Chandrasekhar, Arcot; Espiritu, Baltazar; Hoyt, Amy; Ensminger, David

2010-01-01

Student evaluations of faculty are important components of the medical curriculum and faculty development. To improve the effectiveness and timeliness of student evaluations of faculty in the physiology course, we investigated whether evaluations submitted during the course differed from those submitted after completion of the course. A secure…

A case study examining classroom instructional practices at a U.S. dental school.

PubMed

Behar-Horenstein, Linda S; Mitchell, Gail S; Dolan, Teresa A

2005-06-01

A case study is used to illustrate how an evaluation strategy was used to assess classroom instructional practices following a multiyear institutional curriculum revision process. From January through April of 2003, twelve faculty in medicine and three faculty in dentistry who taught in the first- and second-year basic science courses within the dental curriculum participated in a qualitative study. The purpose was to use a formative evaluation process to assess the impact of the curriculum revision at the level of classroom instruction. The observations revealed that seventeen of the twenty classes observed were teacher-centered, passive, and lacked observable effort to help students understand the relationship of the lecture content to the oral health problems. Findings illustrate the importance of using formative evaluation as a mechanism to assess change efforts and how evidence-based study can be used to support initiatives directed toward assessing active student learning and problem solving. Raising faculty awareness about the importance of acquiring evidence-based educational skills, aligning instruction with course goals and objectives, formatively assessing teaching, and providing learning experiences that will actually be used in practice are essential to ensuring that active learning and critical thinking are demonstrated in the curriculum.

Research on Building Education and Workforce Capacity in Systems Engineering

DTIC Science & Technology

2012-01-31

Professional Ethics Since one goal of RT-19A is to understand how best to increase the number of schools offering systems engineering capstone courses...project evaluation plan  Developed and issued the request for proposals and selection process (an independent review team and rubric) for...faculty members from both institutions talk frequently to share ideas, compare progress and clarify any issues . Auburn recruited faculty only, so

Faculty and student perceptions of effective study strategies and materials.

PubMed

Suda, Katie J; Bell, Gillian C; Franks, Andrea S

2011-12-15

To evaluate faculty members' and students' perceptions of study strategies and materials. Focus groups were conducted with course directors and first- and second-year students to generate ideas relating to use of course materials, technology, class attendance, and study strategies for mastering class concepts. Students and faculty members differed in their opinions about the utility of textbooks and supplemental resources. The main learning method recommended by students and faculty members was repeated review of course material. Students recommended viewing classroom lectures again online, if possible. Course directors reported believing that class attendance is important, but students based their opinions regarding the importance of attendance on their perceptions of lecture and handout quality. Results did not differ by campus or by student group (first-year vs. second-year students). Students and faculty members have differing opinions on the process that could influence learning and course design. Faculty members should understand the strategies students are using to learn course material and consider additional or alternative course design and delivery techniques based on student feedback.

MVP and Faculty Evaluation

ERIC Educational Resources Information Center

Theall, Michael

2017-01-01

This chapter considers faculty evaluation and motivational and volitional issues. The focus is on the ways in which faculty evaluation influences not only faculty attitudes and beliefs but also willingness to engage in professional development and instructional improvement programs. Recommendations for effective practice that enhances motivation…

Contextual adaptation of the Personnel Evaluation Standards for assessing faculty evaluation systems in developing countries: the case of Iran

PubMed Central

Ahmady, Soleiman; Changiz, Tahereh; Brommels, Mats; Gaffney, F Andrew; Thor, Johan; Masiello, Italo

2009-01-01

Background Faculty evaluations can identify needs to be addressed in effective development programs. Generic evaluation models exist, but these require adaptation to a particular context of interest. We report on one approach to such adaptation in the context of medical education in Iran, which is integrated into the delivery and management of healthcare services nationwide. Methods Using a triangulation design, interviews with senior faculty leaders were conducted to identify relevant areas for faculty evaluation. We then adapted the published checklist of the Personnel Evaluation Standards to fit the Iranian medical universities' context by considering faculty members' diverse roles. Then the adapted instrument was administered to faculty at twelve medical schools in Iran. Results The interviews revealed poor linkages between existing forms of development and evaluation, imbalance between the faculty work components and evaluated areas, inappropriate feedback and use of information in decision making. The principles of Personnel Evaluation Standards addressed almost all of these concerns and were used to assess the existing faculty evaluation system and also adapted to evaluate the core faculty roles. The survey response rate was 74%. Responses showed that the four principles in all faculty members' roles were met occasionally to frequently. Evaluation of teaching and research had the highest mean scores, while clinical and healthcare services, institutional administration, and self-development had the lowest mean scores. There were statistically significant differences between small medium and large medical schools (p < 0.000). Conclusion The adapted Personnel Evaluation Standards appears to be valid and applicable for monitoring and continuous improvement of a faculty evaluation system in the context of medical universities in Iran. The approach developed here provides a more balanced assessment of multiple faculty roles, including educational, clinical and healthcare services. In order to address identified deficiencies, the evaluation system should recognize, document, and uniformly reward those activities that are vital to the academic mission. Inclusion of personal developmental concerns in the evaluation discussion is essential for evaluation systems. PMID:19400932

On the Cutting Edge Workshop on Effective and Innovative Course Design: A Model for Designing Rigorous Introductory Courses

NASA Astrophysics Data System (ADS)

Tewksbury, B. J.; MacDonald, R. H.

2004-12-01

As part of a professional development program for faculty in the geosciences, the NSF-funded program On the Cutting Edge (http://serc.carleton.edu/NAGTWorkshops/) has developed and offered workshops for geoscience faculty that guide participants through a stimulating process designed to help faculty members articulate goals and design effective and innovative courses that both meet those goals and assess outcomes. Of approximately 150 faculty members who have participated in the workshops, more than 120 have designed introductory courses in topics ranging from physical geology to Earth systems to historical geology to oceanography. The method of course design taught through these workshops leads to the development of rigorous, student-centered introductory courses. Our method of course design begins, not with a list of content items, but with setting goals by answering the question, "What do I want my students to be able to do on their own when they are done with my class?", rather than the question, "What do I want my students to know in this subject?" Focusing on what faculty members want students to be able to do, rather than on what topics should be covered by the faculty member, promotes designing courses in which students are actively engaged in doing geoscience. This course design method emphasizes setting goals for students involving higher order thinking skills (e.g., analysis, synthesis, design, formulation, prediction, interpretation, evaluation), rather than lower order thinking skills (e.g., identification, description, recognition, classification). For example, the goal of having students be able to evaluate the geologic hazards in an unfamiliar region involves higher order thinking skills and engages the student in deeper analysis than simply asking students to recall and describe examples of geologic hazards covered in class. This goal also has imbedded in it many lower order thinking skills tasks (e.g., identification, description). Rigor comes in having the students involved in doing significant and meaningful geologic tasks. Long-term value comes from improving students' abilities for future challenges, rather focusing on having students pass the final exam. Goals for courses of many different types can be found in the Cutting Edge goals/syllabus database at http://serc.carleton.edu/NAGTWorkshops/coursedesign/browse.html. The workshop also introduces participants to a wide range of teaching and assessment tools so that faculty members will leave the workshop with a larger toolbox of techniques to choose from when deciding how to give students practice during the semester in tasks relevant to the goals of the course and how to evaluate students' progress toward the goals. Most of the techniques emphasize student engagement, which promotes development of more rigorous courses. Over 100 institutions now have introductory geoscience courses designed by faculty members who have participated in our course design workshops. Participants have stated repeatedly in evaluations that the workshop transformed their views of the course design process and that they will carry the focus on goals, student engagement, and rigor into designing other courses and assessing curricula in their departments. On the Cutting Edge is in the process of developing a web-based course design workshop so that faculty who cannot attend our face-to-face workshops can go through our course design process.

The Teaching Evaluation Process: Segmentation of Marketing Students.

ERIC Educational Resources Information Center

Yau, Oliver H. M.; Kwan, Wayne

1993-01-01

A study applied the concept of market segmentation to student evaluation of college teaching, by assessing whether there exist several segments of students and how this relates to their evaluation of faculty. Subjects were 156 Australian undergraduate business administration students. Results suggest segments do exist, with different expectations…

Are health science faculty interested in medical history? An evaluative case study.

PubMed Central

Bowman, I A; Eaton, E K; Mahan, J M

1978-01-01

This paper deals with the efforts of a medical library to stimulate interest in the history of medicine by utilizing its historical resources. It is based on a survey designed to evaluate the monthly publication of the library, the Bookman, and to determine the response of health science faculty to historical essays as well as to other sections of the publication. The results show that a large percentage of the faculty reads historical essays either regularly or occasionally, and reveal a trend contrary to the common belief that the teaching staff in health science centers is not interested in medical history. The authors suggest that a library with historical resources can contribute to the educational process in a medical community by actively publicizing its collections and providing opportunities for informal and self-initiated reading. PMID:656659

How Mentor Identity Evolves: Findings From a 10-Year Follow-Up Study of a National Professional Development Program.

PubMed

Balmer, Dorene F; Darden, Alix; Chandran, Latha; D'Alessandro, Donna; Gusic, Maryellen E

2018-02-20

Despite academic medicine's endorsement of professional development and mentoring, little is known about what junior faculty learn about mentoring in the implicit curriculum of professional development programs, and how their mentor identity evolves in this context. The authors explored what faculty-participants in the Educational Scholars Program implicitly learned about mentoring and how the implicit curriculum affected mentor identity transformation. Semi-structured interviews with 19 of 36 former faculty-participants were conducted in 2016. Consistent with constructivist grounded theory, data collection and analysis overlapped. The authors created initial codes informed by Ibarra's model for identity transformation, iteratively revised codes based on patterns in incoming data, and created visual representations of relationships amongst codes in order to gain a holistic and shared understanding of the data. In the implicit curriculum, faculty-participants learned the importance of having multiple mentors, the value of peer mentors, and the incremental process of becoming a mentor. The authors used Ibarra's model to understand how the implicit curriculum worked to transform mentor identity: faculty-participants reported observing mentors, experimenting with different ways to mentor and to be a mentor, and evaluating themselves as mentors. The Educational Scholars Program's implicit curriculum facilitated faculty-participants taking on a mentor identity via opportunities it afforded to watch mentors, experiment with mentoring, and evaluate self as mentor, key ingredients for professional identity construction. Leaders of professional development programs can develop faculty as mentors by capitalizing on what faculty-participants learn in the implicit curriculum and deliberately structuring post-graduation mentoring opportunities.

Evaluation of doctoral nursing programs in Japan by faculty members and their educational and research activities.

PubMed

Arimoto, Azusa; Gregg, Misuzu F; Nagata, Satoko; Miki, Yuko; Murashima, Sachiyo

2012-07-01

Evaluation of doctoral programs in nursing is becoming more important with the rapid increase in the programs in Japan. This study aimed to evaluate doctoral nursing programs by faculty members and to analyze the relationship of the evaluation with educational and research activities of faculty members in Japan. Target settings were all 46 doctoral nursing programs. Eighty-five faculty members from 28 programs answered the questionnaire, which included 17 items for program evaluation, 12 items for faculty evaluation, 9 items for resource evaluation, 3 items for overall evaluations, and educational and research activities. A majority gave low evaluations for sources of funding, the number of faculty members and support staff, and administrative systems. Faculty members who financially supported a greater number of students gave a higher evaluation for extramural funding support, publication, provision of diverse learning experiences, time of supervision, and research infrastructure. The more time a faculty member spent on advising doctoral students, the higher were their evaluations on the supportive learning environment, administrative systems, time of supervision, and timely feedback on students' research. The findings of this study indicate a need for improvement in research infrastructure, funding sources, and human resources to achieve quality nursing doctoral education in Japan. Copyright © 2011 Elsevier Ltd. All rights reserved.

Unicam Activity Framework (UAF)

ERIC Educational Resources Information Center

Gagliardi, R.; Mauri, M.; Polzonetti, A.

2016-01-01

This presentation illustrates the framework of processing performance of the faculty of the University of Camerino. The evaluation criteria are explained and the technological structure that allows automatic performance assessment available online anywhere and anytime. The designed framework is usually applied to the performance evaluation of…

Noncognitive constructs in graduate admissions: an integrative review of available instruments.

PubMed

Megginson, Lucy

2009-01-01

In the graduate admission process, both cognitive and noncognitive instruments evaluate a candidate's potential success in a program of study. Traditional cognitive measures include the Graduate Record Examination or graduate grade point average, while noncognitive constructs such as personality, attitude, and motivation are generally measured through letters of recommendation, interviews, or personality inventories. Little consensus exists as to what criteria constitute valid and effective measurements of graduate student potential. This integrative review of available tools to measure noncognitive constructs will assist graduate faculty in identifying valid and reliable instruments that will enhance a more holistic assessment of nursing graduate candidates. Finally, as evidence-based practice begins to penetrate academic processes and as graduate faculty realize the predictive significance of noncognitive attributes, faculty can use the information in this integrative review to guide future research.

The 1984 ASEE-NASA summer faculty fellowship program (aeronautics and research)

NASA Technical Reports Server (NTRS)

Dah-Nien, F.; Hodge, J. R.; Emad, F. P.

1984-01-01

The 1984 NASA-ASEE Faculty Fellowship Program (SFFP) is reported. The report includes: (1) a list of participants; (2) abstracts of research projects; (3) seminar schedule; (4) evaluation questionnaire; and (5) agenda of visitation by faculty programs committee. Topics discussed include: effects of multiple scattering on laser beam propagation; information management; computer techniques; guidelines for writing user documentation; 30 graphics software; high energy electron and antiproton cosmic rays; high resolution Fourier transform infrared spectrum; average monthly annual zonal and global albedos; laser backscattering from ocean surface; image processing systems; geomorphological mapping; low redshift quasars; application of artificial intelligence to command management systems.

Redesign of the System for Evaluation of Teaching Qualities in Anesthesiology Residency Training (SETQ Smart).

PubMed

Lombarts, Kiki M J M H; Ferguson, Andrew; Hollmann, Markus W; Malling, Bente; Arah, Onyebuchi A

2016-11-01

Given the increasing international recognition of clinical teaching as a competency and regulation of residency training, evaluation of anesthesiology faculty teaching is needed. The System for Evaluating Teaching Qualities (SETQ) Smart questionnaires were developed for assessing teaching performance of faculty in residency training programs in different countries. This study investigated (1) the structure, (2) the psychometric qualities of the new tools, and (3) the number of residents' evaluations needed per anesthesiology faculty to use the instruments reliably. Two SETQ Smart questionnaires-for faculty self-evaluation and for resident evaluation of faculty-were developed. A multicenter survey was conducted among 399 anesthesiology faculty and 430 residents in six countries. Statistical analyses included exploratory factor analysis, reliability analysis using Cronbach α, item-total scale correlations, interscale correlations, comparison of composite scales to global ratings, and generalizability analysis to assess residents' evaluations needed per faculty. In total, 240 residents completed 1,622 evaluations of 247 faculty. The SETQ Smart questionnaires revealed six teaching qualities consisting of 25 items. Cronbach α's were very high (greater than 0.95) for the overall SETQ Smart questionnaires and high (greater than 0.80) for the separate teaching qualities. Interscale correlations were all within the acceptable range of moderate correlation. Overall, questionnaire and scale scores correlated moderately to highly with the global ratings. For reliable feedback to individual faculty, three to five resident evaluations are needed. The first internationally piloted questionnaires for evaluating individual anesthesiology faculty teaching performance can be reliably, validly, and feasibly used for formative purposes in residency training.

Assessing Change in the Teaching Practice of Faculty in a Faculty Development Program for Primary Care Physicians: Toward a Mixed Method Evaluation Approach.

ERIC Educational Resources Information Center

Pinheiro, Sandro O.; Rohrer, Jonathan D.; Heimann, C. F. Larry

This paper describes a mixed method evaluation study that was developed to assess faculty teaching behavior change in a faculty development fellowship program for community-based hospital faculty. Principles of adult learning were taught to faculty participants over the fellowship period. These included instruction in teaching methods, group…

Quality assessment of medical education at faculty of medicine of sarajevo university - comparison of assessment between students in bologna process and old system of studying.

PubMed

Masic, Izet

2013-01-01

NONE DECLARED. The quality of the teaching-learning process at the universities in Bosnia and Herzegovina and abroad depends mainly of infrastructure that includes an optimal teaching space, personnel and equipment, in accordance with existing standards and norms. For the assessment of teaching at the faculties, the opinion of students is very important (4, 5). Students are often unhappy with the educational process. To compare the results of the teaching process evaluation between students studying according to the Bologna system and the old system of education. We used the questionnaire as a carrier of data created with variables relevant for assessing the success of the educational process at the Medical Faculty in Sarajevo. The survey was conducted among students of the sixth year of the Medical Faculty in Sarajevo. There were 103 students surveyed, of which 32 were studying according to the Bologna and 71 by the old concept of studies. Results of survey which measured students satisfaction with the educational process (theoretical and practical instruction, interactive learning, testing, use of IT and technical aids in teaching, availability of instructional literature etc.) lead us to the conclusion that the lowest satisfaction is associated with factors depending on financial resources, specifically related to library funds and the degree of computerization of educational process, and also with the level of teachers capability to convey knowledge to students with the application of modern medical information technology and technical teaching aids.

Assessing Faculty Performance: A Test of Method.

ERIC Educational Resources Information Center

Clark, Mary Jo; Blackburn, Robert T.

A methodology for evaluating faculty work performance was discussed, using data obtained from a typical liberal arts college faculty. Separate evaluations of teaching effectiveness and of overall contributions to the college for 45 full-time faculty (85% response rate) were collected from administrators, faculty colleagues, students, and from the…

Anesthesia residents' global (departmental) evaluation of faculty anesthesiologists' supervision can be less than their average evaluations of individual anesthesiologists.

PubMed

Hindman, Bradley J; Dexter, Franklin; Smith, Thomas C

2015-01-01

Faculty anesthesiologists' supervision of anesthesiology residents is required for both postgraduate medical education and billing compliance. Previously, using the de Oliveira Filho et al. supervision question set, De Oliveira et al. found that residents who reported mean department-wide supervision scores <3.0 ("frequent") reported a significantly more frequent occurrence of mistakes with negative consequences to patients, as well as medication errors. In our department, residents provide daily evaluations of the supervision received by individual faculty. Using a survey study, we compared relationships between residents' daily supervision scores for individual faculty anesthesiologists and residents' supervision scores for the entire department (comprised these faculty). We studied all anesthesiology residents in clinical years 1, 2, and 3 (i.e., neither in the "base year" nor in fellowship). There were daily evaluations of individual faculty supervision of operative anesthesia for 36 weeks. Residents clicked a hyperlink on the invitation e-mail taking them to a secure Web page to provide their global (departmental) assessment of faculty supervision. We calculated the ratio of each resident's global (departmental) faculty supervision score (i.e., mean among 9 questions × 1 evaluation) to the same resident's daily evaluations of individual faculty (i.e., mean among 9 questions × many evaluations). All 39 of 39 residents chose to participate. The mean departmental supervision score was significantly less (P < 0.0001) than the mean of individual faculty scores. The median ratio of scores was 86% (95% confidence interval, 83%-89%). Kendall's rank correlation between global and (mean) individual faculty scores was τb = 0.34 ± 0.11 (P = 0.0032). The ratios were uniformly distributed (P = 0.64) between the observed minimums and maximums; were not correlated with the mean value of individual faculty scores previously provided by each resident (P = 0.64); were not correlated with the number of individual faculty evaluations previously provided by each resident (P = 0.49); and did not differ among the first, second, or third year residents (P = 0.37). Residents' perceptions of overall (departmental) faculty supervision were less than overall averages of their perceptions of individual faculty supervision. This should be considered when interpreting national survey results (e.g., of patient safety), residency program evaluations, and individual faculty anesthesiologist performance.

Using Personnel Evaluation To Focus on the Development of Teaching Skills: Faculty Ideas and University Policy.

ERIC Educational Resources Information Center

O'Leary, Neil; Fenton, Ray

The role of the personnel evaluation process in improving the performance of teachers as classroom communicators is explored by contrasting the personnel evaluation system of Alaska Pacific University (APU) with that of the Anchorage School District (Alaska). While the APU system offers little specification for formative evaluation activities, the…

Factors influencing residents' evaluations of clinical faculty member teaching qualities and role model status.

PubMed

Arah, Onyebuchi A; Heineman, Maas J; Lombarts, Kiki M J M H

2012-04-01

  Evaluations of faculty members are widely used to identify excellent or substandard teaching performance. In order to enable such evaluations to be properly interpreted and used in faculty development, it is essential to understand the factors that influence resident doctors' (residents) evaluations of the teaching qualities of faculty members and their perceptions of faculty members as role-model specialists.   We carried out a cross-sectional survey within a longitudinal study of the System for Evaluation of Teaching Qualities (SETQ) of clinical teachers. The study sample included 889 residents and 1014 faculty members in 61 teaching programmes spanning 22 specialties in 20 hospitals in the Netherlands. Main outcome measures included residents' (i) global and (ii) specific ratings of faculty member teaching qualities, and (iii) global ratings of faculty members as role-model specialists. Statistical analysis was conducted using adjusted multivariable logistic generalised estimating equations.   In total, 690 residents (77.6%) completed 6485 evaluations of 962 faculty members, 848 (83.6%) of whom also self-evaluated. More recently certified faculty members, those who had attended a teacher training programme, and those who spent more time teaching than seeing patients or conducting research were more likely to score highly on most teaching qualities. However, faculty members who had undergone teacher training were less likely to be seen as role models (odds ratio [OR] 0.72, 95% confidence interval [CI] 0.59-0.88). In addition, faculty members were evaluated slightly higher by male than female residents on core teaching domains and overall teaching quality, but were less likely to be seen as role models by male residents (OR 0.80, 95% CI 0.67-0.97). Lastly, faculty members had higher odds of receiving top scores in specific teaching domains from residents in the first 4 years of residency and were less likely to be considered as role models by more senior residents.   Younger faculty members who dedicated more time to teaching, had attended a teacher training programme, and were evaluated by male residents in the early years of residency were more likely to receive higher scores for teaching performance. © Blackwell Publishing Ltd 2012.

Student evaluation team focus groups increase students' satisfaction with the overall course evaluation process.

PubMed

Brandl, Katharina; Mandel, Jess; Winegarden, Babbi

2017-02-01

Most medical schools use online systems to gather student feedback on the quality of their educational programmes and services. Online data may be limiting, however, as the course directors cannot question the students about written comments, nor can students engage in mutual problem-solving dialogue with course directors. We describe the implementation of a student evaluation team (SET) process to permit course directors and students to gather shortly after courses end to engage in feedback and problem solving regarding the course and course elements. Approximately 16 students were randomly selected to participate in each SET meeting, along with the course director, academic deans and other faculty members involved in the design and delivery of the course. An objective expert facilitates the SET meetings. SETs are scheduled for each of the core courses and threads that occur within the first 2 years of medical school, resulting in approximately 29 SETs annually. SET-specific satisfaction surveys submitted by students (n = 76) and course directors (n = 16) in 2015 were used to evaluate the SET process itself. Survey data were collected from 885 students (2010-2015), which measured student satisfaction with the overall evaluation process before and after the implementation of SETs. Students and course directors valued the SET process itself as a positive experience. Students felt that SETs allowed their voices to be heard, and that the SET increased the probability of suggested changes being implemented. Students' satisfaction with the overall evaluation process significantly improved after implementation of the SET process. Our data suggest that the SET process is a valuable way to supplement online evaluation systems and to increase students' and faculty members' satisfaction with the evaluation process. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

A computerized faculty time-management system in an academic family medicine department.

PubMed

Daugird, Allen J; Arndt, Jane E; Olson, P Richard

2003-02-01

The authors describe the development, implementation, and evaluation of a computerized faculty time-management system (FTMS) in the Department of Family Medicine at the University of North Carolina-Chapel Hill. The FTMS is presented as an integrated set of computerized spreadsheets used annually to allocate faculty time across all mission activities of the department. It was first implemented in 1996 and has been continuously developed since then. An iterative approach has been used to gain consensus among faculty about time resources needed for various tasks of all missions of the department. These time-resource assumptions are used in the computerized system. Faculty time is allocated annually by the department vice chair in negotiation with individual faculty, making sure that the activities planned do not exceed the work time each faculty member has available for the year. During this process, faculty preferences are balanced against department aggregate needs to meet mission commitments and obligations. The authors describe how the computerized FTMS is used for faculty time management and career development, department planning, budget planning, clinical scheduling, and mission cost accounting. They also describe barriers and potential abuses and the challenge of building an organizational culture willing to discuss faculty time openly and committed to developing a system perceived as fair and accurate. The spreadsheet file is available free from the authors for use in other departments.

Reflective Journaling for Critical Thinking Development in Advanced Practice Registered Nurse Students.

PubMed

Raterink, Ginger

2016-02-01

Critical thinking, clinical decision making, and critical reflection have been identified as skills required of nurses in every clinical situation. The Educating Nurses: A Call for Radical Transformation report suggested that critical reflection is a key to improving the educational process. Reflective journaling is a tool that helps develop such skills. This article presents the tool of reflective journaling and the use of this process by educators working with students. It describes the use of reflective journaling in graduate nursing education, as well as a scoring process to evaluate the reflection and provide feedback. Students and faculty found the journaling to be helpful for reflection of a clinical situation focused on critical thinking skill development. The rubric scoring tool provided faculty with a method for feedback. Reflective journaling is a tool that faculty and students can use to develop critical thinking skills for the role of the advanced practice RN. A rubric scoring system offers a consistent format for feedback. Copyright 2016, SLACK Incorporated.

Evaluation of nursing faculty through observation.

PubMed

Crawford, L H

1998-10-01

The purpose of this study was to assess current use and faculty perceptions of classroom observation as a method of faculty evaluation in schools of nursing. Baccalaureate schools of nursing were surveyed to determine current use of classroom observation and its worth from the perception of administrators and faculty. Although most schools used classroom observation as a method of faculty evaluation, further clarification and research is needed in the following areas: purpose of classroom observation; number of observations necessary; weight given to classroom observation in relation to other evaluation methods; and tools used.

Effect of the learning climate of residency programs on faculty's teaching performance as evaluated by residents.

PubMed

Lombarts, Kiki M J M H; Heineman, Maas Jan; Scherpbier, Albert J J A; Arah, Onyebuchi A

2014-01-01

To understand teaching performance of individual faculty, the climate in which residents' learning takes place, the learning climate, may be important. There is emerging evidence that specific climates do predict specific outcomes. Until now, the effect of learning climate on the performance of the individual faculty who actually do the teaching was unknown. THIS STUDY: (i) tested the hypothesis that a positive learning climate was associated with better teaching performance of individual faculty as evaluated by residents, and (ii) explored which dimensions of learning climate were associated with faculty's teaching performance. We conducted two cross-sectional questionnaire surveys amongst residents from 45 residency training programs and multiple specialties in 17 hospitals in the Netherlands. Residents evaluated the teaching performance of individual faculty using the robust System for Evaluating Teaching Qualities (SETQ) and evaluated the learning climate of residency programs using the Dutch Residency Educational Climate Test (D-RECT). The validated D-RECT questionnaire consisted of 11 subscales of learning climate. Main outcome measure was faculty's overall teaching (SETQ) score. We used multivariable adjusted linear mixed models to estimate the separate associations of overall learning climate and each of its subscales with faculty's teaching performance. In total 451 residents completed 3569 SETQ evaluations of 502 faculty. Residents also evaluated the learning climate of 45 residency programs in 17 hospitals in the Netherlands. Overall learning climate was positively associated with faculty's teaching performance (regression coefficient 0.54, 95% confidence interval: 0.37 to 0.71; P<0.001). Three out of 11 learning climate subscales were substantially associated with better teaching performance: 'coaching and assessment', 'work is adapted to residents' competence', and 'formal education'. Individual faculty's teaching performance evaluations are positively affected by better learning climate of residency programs.

Effect of resident evaluations of obstetrics and gynecology faculty on promotion.

PubMed

Curran, Diana S; Stalburg, Caren M; Xu, Xiao; Dewald, Samantha R; Quint, Elisabeth H

2013-12-01

Promotion for academic faculty depends on a variety of factors, including their research, publications, national leadership, and quality of their teaching. We sought to determine the importance of resident evaluations of faculty for promotion in obstetrics-gynecology programs. A 28-item questionnaire was developed and distributed to 185 department chairs of US obstetrics-gynecology residency programs. Fifty percent (93 of 185) responded, with 40% (37 of 93) stating that teaching has become more important for promotion in the past 10 years. When faculty are being considered for promotion, teaching evaluations were deemed "very important" 60% of the time for clinician track faculty but were rated as mainly "not important" or "not applicable" for research faculty. Sixteen respondents (17%) stated a faculty member had failed to achieve promotion in the past 5 years because of poor teaching evaluations. Positive teaching evaluations outweighed low publication numbers for clinical faculty 24% of the time, compared with 5% for research faculty and 8% for tenured faculty being considered for promotion. The most common reason for rejection for promotion in all tracks was the number of publications. Awards for excellence in teaching improved chances of promotion. Teaching quality is becoming more important in academic obstetrics-gynecology departments, especially for clinical faculty. Although in most institutions promotion is not achieved without adequate research and publications, the importance of teaching excellence is obvious, with 1 of 6 (17%) departments reporting a promotion had been denied due to poor teaching evaluations.

Transforming the organizational culture of a school of nursing through innovative program development.

PubMed

Lange, Jean W; Ingersoll, Gail; Novotny, Jeanne M

2008-01-01

This article illustrates how a grant designed to promote new program development provided a vehicle for organizational transformation. The collaboration surrounding this initiative created a common focus within the school that more effectively channeled its resources and resulted in an unprecedented level of scholarly achievement and recognition. Faculty leveraged the success of this initial grant to procure additional funding for related projects. The importance of partnerships and teamwork were two valuable lessons learned. We believe that our experience is replicable in other schools of nursing interested in organizational transformation. Gibson and Barsade's model of managed change guided the project's implementation and evaluation processes. Recommendations for engaging faculty, gaining support, and developing a collaborative network are discussed in the article, with findings from a stakeholder-focused evaluation demonstrating new program goal achievement as well as the transformative changes that occurred in the organizational culture. A focused, theory-derived program plan, with comprehensive process and outcome evaluation components resulted in a major transformation of one school of nursing. Unanticipated outcomes included renewed synergy among faculty; the development of a preferred vision for the future; scholarly collaboration around a central theme that effectively channeled limited resources and dramatically increased productivity; increased regional and national recognition; and the creation of regional, national, and international partnerships.

The Nursing Leadership Institute program evaluation: a critique

PubMed Central

Havaei, Farinaz; MacPhee, Maura

2015-01-01

A theory-driven program evaluation was conducted for a nursing leadership program, as a collaborative project between university faculty, the nurses’ union, the provincial Ministry of Health, and its chief nursing officers. A collaborative logic model process was used to engage stakeholders, and mixed methods approaches were used to answer evaluation questions. Despite demonstrated, successful outcomes, the leadership program was not supported with continued funding. This paper examines what happened during the evaluation process: What factors failed to sustain this program? PMID:29355180

School Nurses Race to the Top: The Pilot Year of How One District's School Nurses Revised Their Evaluation Process

ERIC Educational Resources Information Center

Haffke, Louise Marie; Damm, Paula; Cross, Barbara

2014-01-01

During the 2013-2014 school year, the Shaker Heights, Ohio City school district was mandated to change its evaluation process as part of the Race to the Top initiative. Although not required by the federal or state Departments of Education, the Shaker Heights City school district tasked all members of their faculty and staff, including school…

College Students' Instructional Expectations and Evaluations.

ERIC Educational Resources Information Center

Calista, Donald J.

Typical end-of-course faculty ratings were questioned for their inability to measure actual classroom interaction. Extending the concept of these evaluations to include the student instructional expectations dimension, the study proposed that the classroom experience be related to the process and systems approaches, more dependent upon monitoring…

Perspective: Toward a competency framework for faculty.

PubMed

Milner, Robert J; Gusic, Maryellen E; Thorndyke, Luanne E

2011-10-01

Today, faculty in academic medicine face challenges in all three mission areas--research, education, and patient care--and require a broad set of competencies to survive in this changing environment. To support faculty and to design assessments that match new expectations, the authors argue that it is essential to capture the full scope of skills, knowledge, and behaviors necessary for a successful faculty member. Thus, it is timely to explore and define competencies for faculty in academic medicine. The authors describe three approaches to identifying faculty competencies. Each reveals diverse but overlapping sets of competency domains, reflecting the breadth of activities expected of today's faculty. To organize these competencies into a coherent framework, the authors propose a model based on a typology of competency. A key feature of the model is the division between occupational competencies, which are largely role-specific, and personal competencies, which are necessary for all faculty. A competency framework also must be developmental, to reflect the growth in skills, knowledge, and behaviors from trainee to expert and to allow for an individual's changing roles over a career. Such a competency framework will inform professional development activities and require assessment of competence. The generation of competencies also will reveal areas of faculty practice that are poorly measured, requiring new tools to be incorporated into existing processes of faculty evaluation. The authors provide general principles to guide the identification of a competency framework for faculty and invite the academic medicine community to engage in further discussion.

Optimizing the post-graduate institutional program evaluation process.

PubMed

Lypson, Monica L; Prince, Mark E P; Kasten, Steven J; Osborne, Nicholas H; Cohan, Richard H; Kowalenko, Terry; Dougherty, Paul J; Reynolds, R Kevin; Spires, M Catherine; Kozlow, Jeffrey H; Gitlin, Scott D

2016-02-17

Reviewing program educational efforts is an important component of postgraduate medical education program accreditation. The post-graduate review process has evolved over time to include centralized oversight based on accreditation standards. The institutional review process and the impact on participating faculty are topics not well described in the literature. We conducted multiple Plan-Do-Study-Act (PDSA) cycles to identify and implement areas for change to improve productivity in our institutional program review committee. We also conducted one focus group and six in-person interviews with 18 committee members to explore their perspectives on the committee's evolution. One author (MLL) reviewed the transcripts and performed the initial thematic coding with a PhD level research associate and identified and categorized themes. These themes were confirmed by all participating committee members upon review of a detailed summary. Emergent themes were triangulated with the University of Michigan Medical School's Admissions Executive Committee (AEC). We present an overview of adopted new practices to the educational program evaluation process at the University of Michigan Health System that includes standardization of meetings, inclusion of resident members, development of area content experts, solicitation of committed committee members, transition from paper to electronic committee materials, and focus on continuous improvement. Faculty and resident committee members identified multiple improvement areas including the ability to provide high quality reviews of training programs, personal and professional development, and improved feedback from program trainees. A standing committee that utilizes the expertise of a group of committed faculty members and which includes formal resident membership has significant advantages over ad hoc or other organizational structures for program evaluation committees.

A Faculty Toolkit for Formative Assessment in Pharmacy Education.

PubMed

DiVall, Margarita V; Alston, Greg L; Bird, Eleanora; Buring, Shauna M; Kelley, Katherine A; Murphy, Nanci L; Schlesselman, Lauren S; Stowe, Cindy D; Szilagyi, Julianna E

2014-11-15

This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student's ability to demonstrate achievement of educational outcomes and a faculty member's ability to become an effective educator.

Written Comments Made by Anesthesia Residents When Providing Below Average Scores for the Supervision Provided by the Faculty Anesthesiologist.

PubMed

Dexter, Franklin; Szeluga, Debra; Masursky, Danielle; Hindman, Bradley J

2016-06-01

Anesthesia residents in our department evaluate the supervision provided by the faculty anesthesiologist with whom they worked the previous day. What advice managers can best provide to the faculty who receive below-average supervision scores is unknown. The residents provided numerical answers (1 "never," 2 "rarely," 3 "frequently," or 4 "always") to each of the 9 supervision questions, resulting in a total supervision score. A written comment could also be provided. Over 2.5 years, the response rate to requests for evaluation was 99.1%. There were 13,664 evaluations of 76 faculty including 1387 comments. There were 25 evaluations with a comment of disrespectful behavior. For all 25, the question evaluating whether "the faculty treated me respectfully" was answered <4 (i.e., not "always"). The supervision scores were less than for the other evaluations with comments (P < 0.0001). Each increase in the faculty's number of comments of being disrespectful was associated with a lesser mean score (P = 0.0002). A low supervision score (<3.00; i.e., less than "frequent") had an odds ratio of 85 for disrespectful faculty behavior (P < 0.0001). The predictive value of the supervision score not being low for absence of a comment of disrespectful behavior was 99%. That finding was especially useful because 94% of scores below average (<3.80) were not low (≥3.00). There were 6 evaluations with a comment of insufficient faculty presence. Those evaluations had lesser scores than the other evaluations with comments (P < 0.0001). The 6 faculty with 1 such comment had lesser mean scores than the other faculty (P = 0.0071). There were 34 evaluations with a comment about poor-quality teaching. The evaluations related to poor teaching had lesser scores than the other evaluations with comments (P < 0.0001). The faculty who each received such a comment had lesser mean scores than the other faculty (P < 0.0001). Each increase in the faculty's number of comments of poor-quality teaching was associated with a lesser mean score (P = 0.0002). The 9 supervision questions were internally consistent (Cronbach α = 0.948). A faculty with a comment about poor-quality teaching had significant odds of also having a comment about insufficient presence (P = 0.0044). A comment with negative sentiment had significant odds of being about poor-quality teaching rather than being about insufficient presence (odds ratio, 6.00; P < 0.0001). A faculty who has insufficient presence cannot be providing good teaching. Furthermore, there was negligible correlation between supervision scores and faculty clinical assignments. Thus, insufficient faculty presence accounted for a small proportion of below-average supervision scores and low-quality supervision. Furthermore, scores ≥3 have a predictive value for the absence of disrespectful behavior ≅99%. Approximately 94% of the faculty supervision scores that were below average were still ≥3. Consequently, for the vast majority of the faculty-resident-days, quality of teaching distinguished between below- versus above-average supervision scores. This result is consistent with our prior finding of a strong correlation between 6-month supervision scores and assessments of teaching effectiveness. Taken together, when individual faculty anesthesiologists are counseled about their clinical supervision scores, the attribute to emphasize is quality of clinical teaching.

Dental education and evidence-based educational best practices: bridging the great divide.

PubMed

Masella, Richard S; Thompson, Thomas J

2004-12-01

Research about educational best practices is negatively perceived by many dental faculty. Separation between teaching and learning strategies commonly employed in dental education and evidence-based educational techniques is real and caused by a variety of factors: the often incomprehensible jargon of educational specialists; traditional academic dominance of research, publication, and grantsmanship in faculty promotions; institutional undervaluing of teaching and the educational process; and departmentalization of dental school governance with resultant narrowness of academic vision. Clinician-dentists hired as dental school faculty may model teaching activities on decades-old personal experiences, ignoring recent educational evidence and the academic culture. Dentistry's twin internal weaknesses--factionalism and parochialism--contribute to academic resistance to change and unwillingness to share power. Dental accreditation is a powerful impetus toward inclusion of best teaching and learning evidence in dental education. This article will describe how the gap between traditional educational strategies and research-based practices can be reduced by several approaches including dental schools' promotion of learning cultures that encourage and reward faculty who earn advanced degrees in education, regular evaluation of teaching by peers and educational consultants with inclusion of the results of these evaluations in promotion and tenure committee deliberations, creating tangible reward systems to recognize and encourage teaching excellence, and basing faculty development programs on adult learning principles. Leadership development should be part of faculty enrichment, as effective administration is essential to dental school mission fulfillment. Finally, faculty who investigate the effectiveness of educational techniques need to make their research more available by publishing it, more understandable by reducing educational jargon, and more relevant to the day-to-day teaching issues that dental school faculty encounter in classrooms, labs, and clinics.

Implementation of a School-wide Clinical Intervention Documentation System

PubMed Central

Stevenson, T. Lynn; Fox, Brent I.; Andrus, Miranda; Carroll, Dana

2011-01-01

Objective. To evaluate the effectiveness and impact of a customized Web-based software program implemented in 2006 for school-wide documentation of clinical interventions by pharmacy practice faculty members, pharmacy residents, and student pharmacists. Methods. The implementation process, directed by a committee of faculty members and school administrators, included preparation and refinement of the software, user training, development of forms and reports, and integration of the documentation process within the curriculum. Results. Use of the documentation tool consistently increased from May 2007 to December 2010. Over 187,000 interventions were documented with over $6.2 million in associated cost avoidance. Conclusions. Successful implementation of a school-wide documentation tool required considerable time from the oversight committee and a comprehensive training program for all users, with ongoing monitoring of data collection practices. Data collected proved to be useful to show the impact of faculty members, residents, and student pharmacists at affiliated training sites. PMID:21829264

A Critical Appraisal of and Recommendations for Faculty Development

PubMed Central

Guglielmo, B. Joseph; Edwards, David J.; Franks, Andrea S.; Naughton, Cynthia A.; Schonder, Kristine S.; Stamm, Pamela L.; Thornton, Phillip; Popovich, Nicholas G.

2011-01-01

The 2009-2010 American Association of Colleges of Pharmacy (AACP) Council of Faculties Faculty Affairs Committee reviewed published literature assessing the scope and outcomes of faculty development for tenure and promotion. Relevant articles were identified via a PubMed search, review of pharmacy education journals, and identification of position papers from major healthcare professions academic organizations. While programs intended to enhance faculty development were described by some healthcare professions, relatively little specific to pharmacy has been published and none of the healthcare professions have adequately evaluated the impact of various faculty-development programs on associated outcomes. The paucity of published information strongly suggests a lack of outcomes-oriented faculty-development programs in colleges and schools of pharmacy. Substantial steps are required toward the development and scholarly evaluation of faculty-development programs. As these programs are developed and assessed, evaluations must encompass all faculty subgroups, including tenure- and nontenure track faculty members, volunteer faculty members, women, and underrepresented minorities. This paper proposes AACP, college and school, and department-level recommendations intended to ensure faculty success in achieving tenure and promotion. PMID:21931460

Examining the effect of goal clarity on faculty performance

NASA Astrophysics Data System (ADS)

Waychal, Pradeep

2018-07-01

Performance of faculty members is the prime factor in the success of any academic organisation and certainly engineering academic organisation. The performance depends on various factors. This study tests our hypothesis, in the context of an Indian engineering college, that goal clarity is one such factor that significantly impacts faculty performance. Our experiment emphasised the importance of goal clarity by screening a relevant movie and by seeking professional goals from the faculty members. After a year, we evaluated the faculty performance using peer evaluation method and triangulated the data with course evaluation by students where faculty member's goal was to be a better teacher, to ensure the trustworthiness of peer evaluation. We found that the performance of faculty, who had goal clarity, was significantly better than the performance of those who did not have goal clarity.

Nursing faculty preparedness for clinical teaching.

PubMed

Suplee, Patricia Dunphy; Gardner, Marcia; Jerome-D'Emilia, Bonnie

2014-03-01

Nursing faculty who teach in clinical settings face complex situations requiring evidence-based educational and evaluative strategies, yet many have had limited preparation for these tasks. A convenience sample of 74 nursing faculty participated in a survey about clinical teaching in prelicensure nursing programs. Most faculty developed teaching skills through conferences (57%), orientation at their educational institution (53%), or exposure in graduate school (38%). Thirty-one percent reported having no preparation for clinical teaching. Faculty felt least prepared to manage students with learning, physical, or emotional disabilities and incivility. Twenty-six percent had no preparation for evaluating students in the clinical setting, and only 17% had worked with a faculty mentor. Few evidence-based teaching strategies were used by the faculty. These findings indicate gaps exist in the preparation of clinical faculty. Graduate education, comprehensive orientation programs, and continuing professional development may help to ensure faculty are effective in managing and evaluating student learning. Copyright 2014, SLACK Incorporated.

The Opinion of Students and Faculty Members about the Effect of the Faculty Performance Evaluation

PubMed Central

Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad

2015-01-01

Background: One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. Methods: In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Results: Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation domains, using binomial test, it could be concluded that only on the regulation domain with the significance level of 0.000, significant different was observed. So that, 30(23%) and 50(53%) supported of the effect of evaluation on the effect of evaluation of situation. Evaluation to improve the regulatory status of teachers and 70% (53 patients), the effects are positive. Students and faculty evaluations to compare the Mann-Whitney U test was used. The results show, only within the rules, with a significance level of 0.01 considered statistically significant relationship between teachers and students there. Conclusion: considering the viewpoints of students and faculty members about the impact of teacher performance evaluation of the students, most of the students believed that the greatest impact assessment has been on the improve educational performance entitled as responsibility of the faculty member for education, interest in presenting lessons, using audio-visual tools, having lesson plans, faculty members participate interest and enthusiasm in presenting lessons the use of teaching aids, lesson plans, faculty members participation in seminars, creating interest in students to participate in class discussions and expressing the importance of learning lessons perspective of teachers, but the faculty members viewpoints indicate the impact of evaluation on the regular attendance and discipline, the greatest impact assessment in the area of regulatory and compliance with the timely and orderly and thus their activities. PMID:26543421

The Opinion of Students and Faculty Members about the Effect of the Faculty Performance Evaluation.

PubMed

Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad

2015-08-01

One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation domains, using binomial test, it could be concluded that only on the regulation domain with the significance level of 0.000, significant different was observed. So that, 30(23%) and 50(53%) supported of the effect of evaluation on the effect of evaluation of situation. Evaluation to improve the regulatory status of teachers and 70% (53 patients), the effects are positive. Students and faculty evaluations to compare the Mann-Whitney U test was used. The results show, only within the rules, with a significance level of 0.01 considered statistically significant relationship between teachers and students there. considering the viewpoints of students and faculty members about the impact of teacher performance evaluation of the students, most of the students believed that the greatest impact assessment has been on the improve educational performance entitled as responsibility of the faculty member for education, interest in presenting lessons, using audio-visual tools, having lesson plans, faculty members participate interest and enthusiasm in presenting lessons the use of teaching aids, lesson plans, faculty members participation in seminars, creating interest in students to participate in class discussions and expressing the importance of learning lessons perspective of teachers, but the faculty members viewpoints indicate the impact of evaluation on the regular attendance and discipline, the greatest impact assessment in the area of regulatory and compliance with the timely and orderly and thus their activities.

Introduction of blended learning in a master program: Developing an integrative mixed method evaluation framework.

PubMed

Chmiel, Aviva S; Shaha, Maya; Schneider, Daniel K

2017-01-01

The aim of this research is to develop a comprehensive evaluation framework involving all actors in a higher education blended learning (BL) program. BL evaluation usually either focuses on students, faculty, technological or institutional aspects. Currently, no validated comprehensive monitoring tool exists that can support introduction and further implementation of BL in a higher education context. Starting from established evaluation principles and standards, concepts that were to be evaluated were firstly identified and grouped. In a second step, related BL evaluation tools referring to students, faculty and institutional level were selected. This allowed setting up and implementing an evaluation framework to monitor the introduction of BL during two succeeding recurrences of the program. The results of the evaluation allowed documenting strengths and weaknesses of the BL format in a comprehensive way, involving all actors. It has led to improvements at program, faculty and course level. The evaluation process and the reporting of the results proved to be demanding in time and personal resources. The evaluation framework allows measuring the most significant dimensions influencing the success of a BL implementation at program level. However, this comprehensive evaluation is resource intensive. Further steps will be to refine the framework towards a sustainable and transferable BL monitoring tool that finds a balance between comprehensiveness and efficiency. Copyright © 2016 Elsevier Ltd. All rights reserved.

Comparison of differences in performance evaluation of faculty by students with faculty's self-assessment.

PubMed

Azizi, Kourosh; Aghamolaei, Teamur; Parsa, Nader; Dabbaghmanesh, Tahereh

2014-07-01

The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students' evaluation of the performance of the faculty members at these levels. The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students' evaluation of the faculty members' performance and the professors' self-assessment. The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students' evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students' evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28). Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students' performance and understanding especially in the undergraduate level.

Evaluation of a faculty development program aimed at increasing residents' active learning in lectures.

PubMed

Desselle, Bonnie C; English, Robin; Hescock, George; Hauser, Andrea; Roy, Melissa; Yang, Tong; Chauvin, Sheila W

2012-12-01

Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Responses to the workshop questionnaire (n  =  32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P  =  .02) and solicited justifications for answers (P  =  .01). A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process.

PubMed

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After adoption of the National Competency-based Learning Objectives Catalogue in Medicine [Nationaler Kompetenzbasierter Lernzielkatalog Medizin, NKLM], the German medical faculties are asked to test the learning obejctives recorded in it and evaluate them critically. The faculties require curricular transparency for competence-oriented transition of present curricula, which is best achieved by systematic curriculum mapping in comparison to the NKLM. Based on this inventory, curricula can be further developed target-oriented. Considerable resistance has to be expected when a complex existing curriculum is to be mapped for the first time and a faculty must be convinced of its usefulness. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen rose to this task. This two-part article analyses and summarises how NKLM curriculum mapping was successful at the locations despite resistance. Part I presented the resources and structures that supported implementation. Part II focuses on factors that motivate individuals and groups of persons to cooperate in the faculties. Method: Both parts used the same method. In short, the joint project was systematically planned following the steps of project and change management and adjusted in the course of the process. From the beginning of the project, a Grounded-Theory approach was used to systematically collect detailed information on measures and developments at the faculties, to continually analyse them and to draw final conclusions. Results: At all sites, faculties, teachers, students and administrative staff were not per se willing to deal with the NKLM and its contents, and even less to map their present curricula. Analysis of the development reflected a number of factors that had either a negative effect on the willingness to cooperate when missing, or a positive one when present. These were: clear top-down and bottom-up management; continuous information of the faculty; user-oriented support in the mapping process by reduction of the mapping categories, portioning and condensation of the NKLM via student pre-mapping (blueprint) and visibility of growing consent. Apart from that, there were a series of frequent questions, objections and concerns that could be countered strategically and by argumentation. They particularly referred to relevance, benefit, feasibility and effort of curriculum mapping. Conclusion: An overview of beneficial framework conditions, strategies and results from different points of view is achieved and interrelations are made visible. Based on literature results, the motivating factors as well as their implementation and effects in the faculties involved are critically reflected on. Recommendations can be derived that can support other faculties in practice.

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process

PubMed Central

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After adoption of the National Competency-based Learning Objectives Catalogue in Medicine [Nationaler Kompetenzbasierter Lernzielkatalog Medizin, NKLM], the German medical faculties are asked to test the learning obejctives recorded in it and evaluate them critically. The faculties require curricular transparency for competence-oriented transition of present curricula, which is best achieved by systematic curriculum mapping in comparison to the NKLM. Based on this inventory, curricula can be further developed target-oriented. Considerable resistance has to be expected when a complex existing curriculum is to be mapped for the first time and a faculty must be convinced of its usefulness. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen rose to this task. This two-part article analyses and summarises how NKLM curriculum mapping was successful at the locations despite resistance. Part I presented the resources and structures that supported implementation. Part II focuses on factors that motivate individuals and groups of persons to cooperate in the faculties. Method: Both parts used the same method. In short, the joint project was systematically planned following the steps of project and change management and adjusted in the course of the process. From the beginning of the project, a Grounded-Theory approach was used to systematically collect detailed information on measures and developments at the faculties, to continually analyse them and to draw final conclusions. Results: At all sites, faculties, teachers, students and administrative staff were not per se willing to deal with the NKLM and its contents, and even less to map their present curricula. Analysis of the development reflected a number of factors that had either a negative effect on the willingness to cooperate when missing, or a positive one when present. These were: clear top-down and bottom-up management; continuous information of the faculty; user-oriented support in the mapping process by reduction of the mapping categories, portioning and condensation of the NKLM via student pre-mapping (blueprint) and visibility of growing consent. Apart from that, there were a series of frequent questions, objections and concerns that could be countered strategically and by argumentation. They particularly referred to relevance, benefit, feasibility and effort of curriculum mapping. Conclusion: An overview of beneficial framework conditions, strategies and results from different points of view is achieved and interrelations are made visible. Based on literature results, the motivating factors as well as their implementation and effects in the faculties involved are critically reflected on. Recommendations can be derived that can support other faculties in practice. PMID:28293673

Teaching Competencies for Community Preceptors.

PubMed

Brink, Darin; Simpson, Deb; Crouse, Byron; Morzinski, Jeffrey; Bower, Douglas; Westra, Ruth

2018-05-01

Although community physicians provide one-fourth of the outpatient training received in medical school, usually there is no formal training of the preceptor. Currently there is no agreed-upon list of teaching competencies for community physician-preceptors. Using a modified Delphi process, the authors aimed to identify core teaching competencies for community preceptors for use in training and evaluation. A medical educator and three faculty members with expertise in faculty development created a list of teaching competencies organized in five domains. These competencies were finalized through a multiround modified Delphi technique with key stakeholder groups including (1) nonphysician medical educators, (2) academic physicians involved in faculty development, (3) community physicians who regularly precept medical students, (4) family medicine residents, (5) third-year medical students in a 9-month-long longitudinal clerkship. Proposed competencies were retained if 70% of the participants ranked it as "very or extremely important." In the first round, 24 competencies were evaluated by 40 physician preceptors participating in a rural faculty development conference. These were refined, and four additional competencies were added by the cohort. Subsequent rounds utilized a survey approach with broader audiences resulting in a final list of 21 competencies in five domains. Five competency domains with 21 teaching competencies can now be used to guide community preceptors' training and evaluation.

Selection Interviews of Students for Master's Programs in Counseling: An Exploratory Study.

ERIC Educational Resources Information Center

Nagpal, Smita; Ritchie, Martin H.

2002-01-01

Counselor education faculty were interviewed regarding the evaluation criteria and decision-making processes used during selection interviews. Ten characteristics were identified that participants looked for during interviews. There was a high degree of agreement among participants on the evaluation criteria they used. However, the same…

Implication of defamation for dental educators.

PubMed

Moore, R N

1987-08-01

Recent court decisions have indicated that in dealing with their students and colleagues, faculty must balance academic freedom and the individual right of fair consideration. It is also important for faculty and administrators to distinguish between decision-making procedures and criteria. It is quite clear from two recent United States Supreme Court cases that subjective evaluation by professional judgment is permissible as long as standard procedures of procedural due process are followed. In short, courts are more likely to review the application of the criteria than their substance.

Understanding the Federal Proposal Review Process.

ERIC Educational Resources Information Center

Cavin, Janis I.

Information on the peer review process for the evaluation of federal grant proposals is presented to help college grants administrators and faculty develop good proposals. This guidebook provides an overview of the policies and conventions that govern the review and selection of proposals for funding, and details the review procedures of the…

Teaching Information Literacy and Scientific Process Skills: An Integrated Approach.

ERIC Educational Resources Information Center

Souchek, Russell; Meier, Marjorie

1997-01-01

Describes an online searching and scientific process component taught as part of the laboratory for a general zoology course. The activities were designed to be gradually more challenging, culminating in a student-developed final research project. Student evaluations were positive, and faculty indicated that student research skills transferred to…

A comparison of students' self-assessments with faculty evaluations of their communication skills.

PubMed

Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

2013-05-13

To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

PubMed Central

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. PMID:27909025

Faculty Development at One Midwestern Dental School: A Program Evaluation.

PubMed

Gadbury-Amyot, Cynthia C; Smith, Deborah B; Overman, Pamela R; Bunce, Larry

2015-10-01

Most dental school faculty members arrive on campus with a wealth of clinical experience but little to no teacher training. For the past two decades, there has been a call for schools to educate their faculty on a wide variety of topics including educational methodology and cutting-edge educational techniques through faculty development programs. Drawing on theories of general program evaluation as well as evaluation specific to educational programming, the aim of this study was to investigate outcomes of the Faculty Development Program at the University of Missouri-Kansas City School of Dentistry between 2007 and 2014. A mixed-methods research design gathered quantitative data via email survey sent to all eligible teaching faculty members; it received an overall response rate of 54% (N=51). Qualitative data came from open-ended survey questions and a focus group with seven volunteer faculty participants. The survey data suggested that the stated outcomes of faculty development were being met for all stakeholder groups with varying degrees of success. Focus group results indicated a need for a more formal new faculty orientation and better communication with all about the specific charge of faculty development within the school. Evaluation of faculty development activities in academic dental institutions is a necessary component of the ongoing improvement of dental education. Suggestions for future evaluations include the idea of collaborating with other dental schools to increase sample sizes, which would increase participants' perception of the level of confidentiality and make statistical analyses more robust.

Faculty perspectives regarding the importance and place of nontechnical competencies in veterinary medical education at five North American colleges of veterinary medicine.

PubMed

Lane, India F; Bogue, E Grady

2010-07-01

To explore perceptions of faculty educators regarding the importance of nontechnical competencies in veterinary graduates and the placement of nontechnical competency development in veterinary education. Survey. All faculty members at 5 North American veterinary medical institutions. Participants rated the importance of 14 nontechnical competencies and indicated in which phase or phases of veterinary education such competencies should be developed (ie, curriculum placement). Differences in mean ratings were statistically evaluated, as were associations between ratings or curriculum placement and respondent institution, gender, experience, and discipline. Mean ratings of importance were above neutral for all competencies and were highest for ethical, critical thinking, and interpersonal and intrapersonal competencies; development of these competencies was favored in preveterinary and veterinary training. Ratings were lower for management and business competencies; development of these and other competencies was placed primarily in the clinical phase of the veterinary curriculum. Basic science, nonveterinarian, and junior faculty appeared to more strongly appreciate the importance of nontechnical skills, whereas large animal and midcareer faculty reported a more reserved degree of support. Female faculty were more likely to place nontechnical competency development throughout the educational process. Participants agreed nontechnical competencies are important for veterinary graduates; however, faculty perceptions differed from previously published findings regarding the relative importance of business and management skills. Those involved in faculty hiring, faculty development, and curricular planning should also be aware of disciplinary and career stage differences affecting faculty perspectives.

Increasing women's leadership in academic medicine: report of the AAMC Project Implementation Committee.

PubMed

Bickel, Janet; Wara, Diane; Atkinson, Barbara F; Cohen, Lawrence S; Dunn, Michael; Hostler, Sharon; Johnson, Timothy R B; Morahan, Page; Rubenstein, Arthur H; Sheldon, George F; Stokes, Emma

2002-10-01

The AAMC's Increasing Women's Leadership Project Implementation Committee examined four years of data on the advancement of women in academic medicine. With women comprising only 14% of tenured faculty and 12% of full professors, the committee concludes that the progress achieved is inadequate. Because academic medicine needs all the leaders it can develop to address accelerating institutional and societal needs, the waste of most women's potential is of growing importance. Only institutions able to recruit and retain women will be likely to maintain the best housestaff and faculty. The long-term success of academic health centers is thus inextricably linked to the development of women leaders. The committee therefore recommends that medical schools, teaching hospitals, and academic societies (1) emphasize faculty diversity in departmental reviews, evaluating department chairs on their development of women faculty; (2) target women's professional development needs within the context of helping all faculty maximize their faculty appointments, including helping men become more effective mentors of women; (3) assess which institutional practices tend to favor men's over women's professional development, such as defining "academic success" as largely an independent act and rewarding unrestricted availability to work (i.e., neglect of personal life); (4) enhance the effectiveness of search committees to attract women candidates, including assessment of group process and of how candidates' qualifications are defined and evaluated; and (5) financially support institutional Women in Medicine programs and the AAMC Women Liaison Officer and regularly monitor the representation of women at senior ranks.

Sustained Performance Review: A Threat to Academic Freedom?

ERIC Educational Resources Information Center

Hall, Daniel E.

1997-01-01

Reviews the history of the tenure system and its constitutional and due process implications. Describes Florida's sustained performance review program, an evaluation of tenured faculty every seven years to encourage continuing professional development. (SK)

Evaluating Faculty Development and Clinical Training Programs in Substance Abuse: A Guide Book.

ERIC Educational Resources Information Center

Klitzner, Michael; Stewart, Kathryn

Intended to provide an overview of program evaluation as it applies to the evaluation of faculty development and clinical training programs in substance abuse for health and mental health professional schools, this guide enables program developers and other faculty to work as partners with evaluators in the development of evaluation designs that…

Streamlining Appointment, Promotion, and Tenure Procedures to Promote Early-Career Faculty Success.

PubMed

Smith, Shannon B; Hollerbach, Ann; Donato, Annemarie Sipkes; Edlund, Barbara J; Atz, Teresa; Kelechi, Teresa J

2016-01-01

A critical component of the progression of a successful academic career is being promoted in rank. Early-career faculty are required to have an understanding of appointment, promotion, and tenure (APT) guidelines, but many factors often impede this understanding, thwarting a smooth and planned promotion pathway for professional advancement. This article outlines the steps taken by an APT committee to improve the promotion process from instructor to assistant professor. Six sigma's DMAIC improvement model was selected as the guiding operational framework to remove variation in the promotion process. After faculty handbook revisions were made, several checklists developed, and a process review rubric was implemented; recently promoted faculty were surveyed on satisfaction with the process. Faculty opinions captured in the survey suggest increased transparency in the process and perceived support offered by the APT committee. Positive outcomes include a strengthened faculty support framework, streamlined promotion processes, and improved faculty satisfaction. Changes to the APT processes resulted in an unambiguous and standardized pathway for successful promotion. Copyright © 2016 Elsevier Inc. All rights reserved.

Developing and pilot testing of a tool for "clinicosocial case study" assessment of community medicine residents.

PubMed

Gohel, Manisha; Singh, Uday Shankar; Bhanderi, Dinesh; Phatak, Ajay

2016-01-01

Practical and clinical skills teaching should constitute a core part of the postgraduate curriculum of Community Medicine. The clinicosocial case study is a method to enhance learners' skills but there is no generally accepted organized system of formative assessment and structured feedback to guide students. A new tool based on the principles of mini-Clinical Evaluation Exercise (mini CEX) was developed and pilot tested as a 'clinicosocial case study' assessment of community medicine residents with feedback as a core component. Ten core domains of clinicosocial skills were identified after reviewing the relevant literature and input from local experts in community medicine and medical education. We pilot tested the tool with eight faculty members to assess five residents during clinicosocial case presentations on a variety of topics. Kappa statistic and Bland Altman plots were used to assess agreement between faculty members' average assessment scores. Cronbach's alpha was used to test the internal consistency with faculty members as domains. All 95% confidence limits using the Bland-Altman method were within the predetermined limit of 2 points. The overall Kappa between two faculty members was fair ranging from 0.2 to 0.3. Qualitative feedback revealed that both faculty and residents were enthusiastic about the process but faculty suggested further standardization, while residents suggested streamlining of the process. This new assessment tool is available for objective and unbiased assessment of residents through 'clinicosocial case study,' which enriches learning through comprehensive feedback. Further validation in different settings is needed.

[Level of teaching competence at the Undergraduate Medical Internship of UNAM's Faculty of Medicine].

PubMed

Martínez-González, Adrián; Lifshitz-Guinzberg, Alberto; González-Quintanilla, Eduardo; Monterrosas-Rojas, Ana María; Flores-Hernández, Fernando; Gatica-Lara, Florina; Martínez-Franco, Adrián Israel; Sánchez-Mendiola, Melchor

2017-01-01

There is no systematic evaluation of teaching performance in the clinical area at UNAM Faculty of Medicine. The study purpose is to assess the teaching competence level in the Undergraduate Medical Internship (UMI). The paper describes the process of psychometric validity for the instrument designed to evaluate teaching competence in the UMI. This instrument was constructed from two previously developed instruments. The final version with 54 items in a Likert scale was studied with exploratory factorial analysis. Four dimensions were obtained: Solution of clinical problems, Psychopedagogy, Mentoring, and Evaluation. The instrument had a reliability of 0.994, with an explained variance of 77.75%. To evaluate the teaching competence level, we administered 844 questionnaires to a sample of students with a response rate of 89%. We obtained an overall global score of 89.4 ± 9.6 (mean ± SD). The dimension Solution of clinical problems was the one with a greater value, in contrast with the dimension of Evaluation, which had a lower score. The teachers of the UMI are considered educators with high level of teaching competence, according to the perceptions of the undergraduate internal doctors. The evaluation of teaching competence level is very important for institutions that look for the continuous professional development of its faculty.

Exploring the issue of failure to fail in a nursing program.

PubMed

Larocque, Sylvie; Luhanga, Florence Loyce

2013-05-18

A study using a qualitative descriptive design was undertaken to explore the issue of "failure to fail" in a nursing program. Individual in-depth interviews were conducted with nursing university faculty members, preceptors, and faculty advisors (n=13). Content analysis was used to analyze the data. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and preceptors and faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving assessment, evaluation, and intervention with a failing student include documentation, communication, and support. These findings have implications for improving the quality of clinical experiences.

A Faculty Toolkit for Formative Assessment in Pharmacy Education

PubMed Central

Alston, Greg L.; Bird, Eleanora; Buring, Shauna M.; Kelley, Katherine A.; Murphy, Nanci L.; Schlesselman, Lauren S.; Stowe, Cindy D.; Szilagyi, Julianna E.

2014-01-01

This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student’s ability to demonstrate achievement of educational outcomes and a faculty member’s ability to become an effective educator. PMID:26056399

Pediatric faculty and residents’ perspectives on In-Training Evaluation Reports (ITERs)

PubMed Central

Patel, Rikin; Drover, Anne; Chafe, Roger

2015-01-01

Background In-training evaluation reports (ITERs) are used by over 90% of postgraduate medical training programs in Canada for resident assessment. Our study examined the perspectives of faculty and residents in one pediatric program as a means to improve the ITER as an evaluation tool. Method Two separate focus groups were conducted, one with eight pediatric residents and one with nine clinical faculty within the pediatrics program of Memorial University’s Faculty of Medicine to discuss their perceptions of, and suggestions for improving, the use of ITERs. Results Residents and faculty shared many similar suggestions for improving the ITER as an evaluation tool. Both the faculty and residents emphasized the importance of written feedback, contextualizing the evaluation and timely follow-up. The biggest challenge appears to be the discrepancy in the quality of feedback sought by the residents and the faculty members’ ability to do so in a time effective manner. Others concerns related to the need for better engagement in setting rotation objectives and more direct observation by the faculty member completing the ITER. Conclusions The ITER is a useful tool in resident evaluations, but a number of issues relating to its actual use could improve the quality of feedback which residents receive. PMID:27004076

Summative Evaluation on the Hospital Wards. What Do Faculty Say to Learners?

ERIC Educational Resources Information Center

Hasley, Peggy B.; Arnold, Robert M.

2009-01-01

No previous studies have described how faculty give summative evaluations to learners on the medical wards. The aim of this study was to describe summative evaluations on the medical wards. Participants were students, house staff and faculty at the University of Pittsburgh. Ward rotation evaluative sessions were tape recorded. Feedback was…

Faculty-led faculty development: evaluation and reflections on a distributed educational leadership model.

PubMed

Elzubeir, Margaret

2011-01-01

This report describes and explores the impact of a series of faculty-led faculty development programs underpinned by principles of distributed educational leadership. We aimed to prepare faculty for their roles as facilitators and assessors in a newly implemented problem-based (PBL) graduate entry medical program. We asked participants attending a series of faculty development programs to evaluate workshops attended using an in-house designed survey. Overall descriptive statistics for all workshops and qualitative feedback for PBL workshops alone were examined. It was concluded that clinical faculty who are not specialized in medical education can offer high-quality, well-accepted training for their peers. Faculty development, underpinned by a distributed leadership approach which supports learning organization tenets, imaginative, flexible and democratic approaches to developing and nurturing expertise at all levels of the organization, is likely to lead to improvements in medical education. Despite the limitations of the survey approach to evaluation of faculty development programs, the information provided is useful both as a basis for decision making and program improvement.

The use of individualized contract plans as a method of performance evaluation for allied health faculty.

PubMed

Mitcham, M D; Vericella, B J

1985-11-01

Results from a two-year study of the individualized contract plan (ICP) approach to faculty evaluation indicate this is a workable method of performance evaluation for allied health faculty. The ICP was found to be individualized, systematic, flexible, and objective. Faculty members and department chairpersons differed in their perception of the effectiveness of the ICP, but both groups supported its continued use. Five major recommendations were made regarding the continued use of the ICP as a method of faculty performance evaluation: (1) separate evaluation and professional development aspects, (2) link results to the institutional reward structure, (3) administer the ICP uniformly among departments, (4) develop a monitoring mechanism, and (5) foster open communication among all participants in the system.

A novel resident-as-teacher training program to improve and evaluate obstetrics and gynecology resident teaching skills.

PubMed

Ricciotti, Hope A; Dodge, Laura E; Head, Julia; Atkins, K Meredith; Hacker, Michele R

2012-01-01

Residents play a significant role in teaching, but formal training, feedback, and evaluation are needed. Our aims were to assess resident teaching skills in the resident-as-teacher program, quantify correlations of faculty evaluations with resident self-evaluations, compare resident-as-teacher evaluations with clinical evaluations, and evaluate the resident-as-teacher program. The resident-as-teacher training program is a simulated, videotaped teaching encounter with a trained medical student and standardized teaching evaluation tool. Evaluations from the resident-as-teacher training program were compared to evaluations of resident teaching done by faculty, residents, and medical students from the clinical setting. Faculty evaluation of resident teaching skills in the resident-as-teacher program showed a mean total score of 4.5 ± 0.5 with statistically significant correlations between faculty assessment and resident self-evaluations (r = 0.47; p < 0.001). However, resident self-evaluation of teaching skill was lower than faculty evaluation (mean difference: 0.4; 95% CI 0.3-0.6). When compared to the clinical setting, resident-as-teacher evaluations were significantly correlated with faculty and resident evaluations, but not medical student evaluations. Evaluations from both the resident-as-teacher program and the clinical setting improved with duration of residency. The resident-as-teacher program provides a method to train, give feedback, and evaluate resident teaching.

Decoding the learning environment of medical education: a hidden curriculum perspective for faculty development.

PubMed

Hafler, Janet P; Ownby, Allison R; Thompson, Britta M; Fasser, Carl E; Grigsby, Kevin; Haidet, Paul; Kahn, Marc J; Hafferty, Frederic W

2011-04-01

Medical student literature has broadly established the importance of differentiating between formal-explicit and hidden-tacit dimensions of the physician education process. The hidden curriculum refers to cultural mores that are transmitted, but not openly acknowledged, through formal and informal educational endeavors. The authors extend the concept of the hidden curriculum from students to faculty, and in so doing, they frame the acquisition by faculty of knowledge, skills, and values as a more global process of identity formation. This process includes a subset of formal, formative activities labeled "faculty development programs" that target specific faculty skills such as teaching effectiveness or leadership; however, it also includes informal, tacit messages that faculty absorb. As faculty members are socialized into faculty life, they often encounter conflicting messages about their role. In this article, the authors examine how faculty development programs have functioned as a source of conflict, and they ask how these programs might be retooled to assist faculty in understanding the tacit institutional culture shaping effective socialization and in managing the inconsistencies that so often dominate faculty life. © by the Association of American Medical Colleges.

Retirement Plans and Related Factors Among Faculty at COFHE Institutions.

ERIC Educational Resources Information Center

Institute for Research in Social Behavior, Berkeley, CA.

Retirement plans and concerns of tenured faculty 40 years old and older were evaluated in 1979. For the sample of 26 member institutions of the Consortium on Financing Higher Education, 1,193 faculty members returned usable questionnaires. The evaluation focused on the following: characteristics of the faculty respondents, current circumstances…

The Influence of Nursing Faculty Workloads on Faculty Retention: A Case Study

ERIC Educational Resources Information Center

Wood, Jennifer J.

2013-01-01

Nursing faculty workloads have come to the forefront of discussion in nursing education. The National League of Nursing (NLN) has made nursing faculty workloads a high priority in nursing education. Included in the priorities are areas of creating reform through innovations in nursing education, evaluating reform through evaluation research, and…

Developing a Process Model for Student Reformation of Curriculum and Instruction.

ERIC Educational Resources Information Center

Grimaldi, Ettore P.; Garrett, Philip R.

This paper presents a working framework for a controlled change of instructional practices within a community college. A methodology for the training of students and faculty in the evaluation of curriculum and instruction is presented: (1) establish a positive rationale for evaluation within a context of meaningful philosophy; (2) determine a…

Faculty Processes Used to Evaluate Self-Reflective Journals in an Online RN-BSN Program

ERIC Educational Resources Information Center

Polley-Payne, Kathleen E.

2017-01-01

Evaluation of student learning activities is part of the fabric of higher education. Expected by accrediting agencies within the health professions disciplines in curricula aimed at the development of reflective practitioners. Student self-reflecting journaling is a strategy frequently employed as a tool to develop reflective practitioners and…

A Structured Approach to Honours Undergraduate Research Course, Evaluation Rubrics and Assessment

NASA Astrophysics Data System (ADS)

Khoukhi, Amar

2013-10-01

This paper presents a new approach to the Honours Undergraduate Research Course design and implementation. The course design process, assessment and evaluation rubrics are provided. Lessons learned and the experience of the faced challenges and opportunities for two cohort offerings of the course during the winter terms of 2011 and 2012 are highlighted. Assessments show that major benefits include increasing interaction with the faculty and increasing intellectual maturity, skills, knowledge and confidence for the students and for the faculty, the furthering of research projects by the participation of undergraduate students. The course can serve as a model that can be easily adapted for use across the disciplines of science, technology, engineering and mathematics.

Committee Opinion No. 715 Summary: Social Etiquette for Program Directors and Faculty.

PubMed

2017-09-01

Educators in obstetrics and gynecology work within a changing clinical learning environment. Ethnic, cultural, and social diversity among colleagues and learners have increased, and μethods of communication have expanded in ever more novel ways. Clerkship, residency, and fellowship directors, in partnership with chairs and senior faculty, are urged to take the lead in setting the tone for workplace etiquette, communication, and social behavior of faculty and trainees to promote a high standard of civility and citizenship. The Council on Resident Education in Obstetrics and Gynecology (CREOG) Education Committee has promulgated recommendations that can be used to help address professional relationships, professional appearance, and social media usage. These recommendations also address communications pertinent to educational processes such as interviewing, teaching, evaluation, and mentoring.

Committee Opinion No. 715: Social Etiquette for Program Directors and Faculty.

PubMed

2017-09-01

Educators in obstetrics and gynecology work within a changing clinical learning environment. Ethnic, cultural, and social diversity among colleagues and learners have increased, and methods of communication have expanded in ever more novel ways. Clerkship, residency, and fellowship directors, in partnership with chairs and senior faculty, are urged to take the lead in setting the tone for workplace etiquette, communication, and social behavior of faculty and trainees to promote a high standard of civility and citizenship. The Council on Resident Education in Obstetrics and Gynecology (CREOG) Education Committee has promulgated recommendations that can be used to help address professional relationships, professional appearance, and social media usage. These recommendations also address communications pertinent to educational processes such as interviewing, teaching, evaluation, and mentoring.

Academic plastic surgery: faculty recruitment and retention.

PubMed

Chen, Jenny T; Girotto, John A; Kitzmiller, W John; Lawrence, W Thomas; Verheyden, Charles N; Vedder, Nicholas B; Coleman, John J; Bentz, Michael L

2014-03-01

A critical element of a thriving academic plastic surgery program is the quality of faculty. A decline in recruitment and retention of faculty has been attributed to the many challenges of academic medicine. Given the substantial resources required to develop faculty, academic plastic surgery has a vested interest in improving the process of faculty recruitment and retention. The American Council of Academic Plastic Surgeons Issues Committee and the American Society of Plastic Surgeons/Plastic Surgery Foundation Academic Affairs Council surveyed the 83 existing programs in academic plastic surgery in February of 2012. The survey addressed the faculty-related issues in academic plastic surgery programs over the past decade. Recruitment and retention strategies were evaluated. This study was designed to elucidate trends, and define best strategies, on a national level. Academic plastic surgery programs have added substantially more full-time faculty over the past decade. Recruitment efforts are multifaceted and can include guaranteed salary support, moving expenses, nurse practitioner/physician's assistant hires, protected time for research, seed funds to start research programs, and more. Retention efforts can include increased compensation, designation of a leadership appointment, protected academic time, and call dilution. Significant change and growth of academic plastic surgery has occurred in the past decade. Effective faculty recruitment and retention are critical to a successful academic center. Funding sources in addition to physician professional fees (institutional program support, grants, contracts, endowment, and so on) are crucial to sustain the academic missions.

When Professors Confront Themselves: Towards a Theoretical Conceptualization of Video Self-Confrontation in Higher Education.

ERIC Educational Resources Information Center

Perlberg, Arye

1983-01-01

Two explanations of the underlying process in faculty self-evaluation by videotape recording are outlined and integrated into one conceptualization. One theory is based on affect: self-confrontation, dissonance, stress, distress, and eustress. The second is based on a cognitive and information processing approach and includes feedback,…

Faculty Development and the Community College LRC.

ERIC Educational Resources Information Center

Kazlauskas, Edward John; Maxwell, William

1990-01-01

Urges community college libraries to provide and expand services in faculty development. Considers trends toward an increasing emphasis on faculty development, the professional development needs of community college faculty, faculty development methods, consulting services, reward structures for faculty development, and program evaluation. (DMM)

A collaboration among health sciences schools to enhance faculty development in teaching.

PubMed

Sicat, Brigitte L; O'Kane Kreutzer, Kathy; Gary, Judy; Ivey, Carole K; Marlowe, Elizabeth P; Pellegrini, Joan M; Shuford, Veronica P; Simons, Dianne F

2014-06-17

Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.

Nursing Faculty Experiences with Student Evaluations

ERIC Educational Resources Information Center

Beck, Debbie

2016-01-01

Faculty members are often evaluated primarily on the results of student end-of-course surveys (SEOCSs) for promotion, teaching contract renewals, and offers of teaching assignments. Consequently, SEOCSs have become a primary focus in faculty evaluations. Rigor in a course and the assignment of grades associated with assessments can be a source of…

Investing in future pediatric subspecialists: a fellowship curriculum that prepares for the transition to academic careers

PubMed Central

Rama, Jennifer A.; Campbell, Judith R.; Balmer, Dorene F.; Turner, Teri L.; Hsu, Deborah C.

2015-01-01

Background The experience of transitioning to an academic faculty position can be improved with standardized educational interventions. Although a number of such interventions have been described, few utilize an evaluation framework, describe a robust evaluation process, and address why their interventions were successful. In this article, the authors apply a logic model to describe their efforts to develop, implement, evaluate, and revise a comprehensive academic career development curriculum among pediatric subspecialty fellows. They describe inputs, activities, outputs, and outcomes using quantitative data from fellow evaluations and qualitative data from faculty interviews. Methods Methods are described under the input and activities sections. The curriculum started with collaboration among educational leadership and conducting a needs assessment. Using the needs assessment results and targeted learning objectives, we piloted the curriculum and then implemented the full curriculum 1 year later. Results Results are described under the outputs and outcomes sections. We present immediate, short-term, and 6-month evaluation data. Cumulative data over 3 years reveal that fellows consistently acquired knowledge relevant to transitioning and that they applied acquired knowledge to prepare for finding jobs and career advancement. The curriculum also benefits faculty instructors who gain a sense of reward by filling a critical knowledge gap and fostering fellows’ professional growth. Conclusion The authors relate the success and effectiveness of the curriculum to principles of adult learning, and share lessons learned, including the importance of buy-in from junior and senior fellows and faculty, collaboration, and designating the time to teach and learn. PMID:25861876

Effective Faculty Evaluation at the Teaching-Centered University: Building a Fair and Authentic Portfolio of Faculty Work

ERIC Educational Resources Information Center

Lakin, Amy L.

2016-01-01

Purpose: The purpose of this paper is to determine the most fair, authentic, and reliable elements to include in a portfolio of faculty work, specifically at teaching-centered institutions. Design/methodology/approach: This paper examines and evaluates relevant literature pertaining to faculty portfolios of work and recommends portfolio formats…

Faculty Scholarship Has a Profound Positive Association with Student Evaluations of Teaching--Except When It Doesn't

ERIC Educational Resources Information Center

Carter, Robert E.

2016-01-01

Conventional wisdom holds that research-productive faculty are also the finest instructors. But, is this commonly held belief correct? In the current study, the notion that faculty scholarship exhibits a positive association with teaching evaluations is investigated. Reflecting the data structure of faculty nested within university, the current…

Securing Valid Information for Evaluation of Job Performance of the University Faculty.

ERIC Educational Resources Information Center

Donavan, Bruce

Approaches to obtaining valid information for evaluating faculty and the issue of alcoholism and job performance are addressed. Among the complications to this undertaking is the existence of an invalid self-perception on the part of faculty that they are not employees of the institution, and a tolerance among faculty for deviance or eccentricity.…

Academic competencies for medical faculty.

PubMed

Harris, Dona L; Krause, Katherine C; Parish, David C; Smith, Mike U

2007-05-01

Physicians and basic scientists join medical school faculties after years of education. These individuals are then required to function in roles for which they have had little preparation. While competencies needed to perform in medical school, residency, and practice are defined, there is little guidance for faculty. An expert advisory group of the Faculty Futures Initiative developed a document delineating competencies required for successful medical faculty. The proportion of time faculty in various roles should allocate to activities related to each competency was also identified. Competencies and time allocations were developed for various teacher/administrators, teacher/educators, teacher/researchers, and teacher/clinicians. This work was validated by multiple reviews by an external panel. Trial implementation of the products has occurred in faculty development programs at four medical schools to guide in planning, career guidance, and evaluations of faculty fellows. The competencies and time allocations presented here help faculty and institutions define skills needed for particular faculty roles, plan for faculty evaluation, mentoring and advancement, and design faculty development programs based on identified needs.

Evaluation of Oral and Maxillofacial Surgery Residents' Operative Skills: Feasibility and Engagement Study Using SIMPL Software for a Mobile Phone.

PubMed

Kaban, Leonard B; Cappetta, Alyssa; George, Brian C; Lahey, Edward T; Bohnen, Jordan D; Troulis, Maria J

2017-10-01

There are no universally accepted tools to evaluate operative skills of surgical residents in a timely fashion. The purpose of this study was to determine the feasibility of using a smartphone application, SIMPL (System for Improving and Measuring Procedural Learning), developed by a multi-institutional research collaborative, to achieve a high rate of timely operative evaluations and resident communication and to collect performance data. The authors hypothesized that these goals would be achieved because the process is convenient and efficient. This was a prospective feasibility and engagement study using SIMPL to evaluate residents' operative skills. SIMPL requires the attending surgeon to answer 3 multiple-choice questions: 1) What level of help (Zwisch Scale) was required by the trainee? 2) What was the level of performance? 3) How complex was the case? The evaluator also can dictate a narrative. The sample was composed of 3 faculty members and 3 volunteer senior residents. Predictor variables were the surgeons, trainees, and procedures performed. Outcome variables included number and percentage of procedures performed by faculty-and-resident pairs assessed, time required to complete assessments, time lapsed to submission, percentage of assessments with narratives, and residents' response rates. From March through June 2016, 151 procedures were performed in the operating room by the faculty-and-resident teams. There were 107 assessments submitted (71%). Resident response (self-assessment) to faculty evaluations was 81%. Recorded time to complete assessments (n = 75 of 107) was shorter than 2 minutes. The time lapsed to submission was shorter than 72 hours (100%). Dictations were submitted for 35 evaluations (33%). Data for the type of help, performance, and complexity of cases were collected for each resident. SIMPL facilitates timely intraoperative evaluations of surgical skills, engagement by faculty and residents, and collection of detailed procedural data. Additional prospective trials to assess this tool further are planned. Copyright © 2017 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

Student Evaluation of Faculty Physicians: Gender Differences in Teaching Evaluations.

PubMed

Morgan, Helen K; Purkiss, Joel A; Porter, Annie C; Lypson, Monica L; Santen, Sally A; Christner, Jennifer G; Grum, Cyril M; Hammoud, Maya M

2016-05-01

To investigate whether there is a difference in medical student teaching evaluations for male and female clinical physician faculty. The authors examined all teaching evaluations completed by clinical students at one North American medical school in the surgery, obstetrics and gynecology, pediatrics, and internal medicine clinical rotations from 2008 to 2012. The authors focused on how students rated physician faculty on their "overall quality of teaching" using a 5-point response scale (1 = Poor to 5 = Excellent). Linear mixed-effects models provided estimated mean differences in evaluation outcomes by faculty gender. There were 14,107 teaching evaluations of 965 physician faculty. Of these evaluations, 7688 (54%) were for male physician faculty and 6419 (46%) were for female physician faculty. Female physicians received significantly lower mean evaluation scores in all four rotations. The discrepancy was largest in the surgery rotation (males = 4.23, females = 4.01, p = 0.003). Pediatrics showed the next greatest difference (males = 4.44, females = 4.29, p = 0.009), followed by obstetrics and gynecology (males = 4.38, females = 4.26, p = 0.026), and internal medicine (males = 4.35, females = 4.27, p = 0.043). Female physicians received lower teaching evaluations in all four core clinical rotations. This comprehensive examination adds to the medical literature by illuminating subtle differences in evaluations based on physician gender, and provides further evidence of disparities for women in academic medicine.

Fostering Faculty Leadership in the Institutional Assessment Process.

ERIC Educational Resources Information Center

La Potin, Armand S.; Haessig, Carolyn J.

1999-01-01

Applies John P. Kotter's eight-stage process as a model to demonstrate how faculty leadership can evolve in an institutional-assessment process that promotes change in campus tradition. Supports the idea that because faculty are responsible for student learning, the process of involving them as leaders will enhance the quality of the outcomes.…

A community engaged curriculum for public service psychiatry fellowship training.

PubMed

Sowers, Wesley; Marin, Robert

2014-01-01

Transforming the mental health system into a recovery oriented, integrated system of care requires a psychiatric work force that understands the relationship between recovery processes and community living. Fellowship programs in public and community psychiatry contribute to this transformation by educating psychiatrists about recovery, system dynamics, leadership, effective administration and community involvement. This paper describes a novel approach to fellowship programming that accomplishes these aims through an organizational strategy that emphasizes community engagement. After describing the administrative background for the program, we describe how the content curriculum and teaching process focus on the engagement of community members-both service users and service providers-as participating faculty. The faculty includes over 100 consumers, family members, advocacy group representatives, clinicians, and administrators. We present evaluation data obtained from 45 of the 100 community and university faculty who participated in the first 2 years' of the fellowship and conclude with a critique and recommendations for further progress in community engaged fellowship training.

Quality assessment of dental health services provided at the Faculty of Dentistry, King Abdulaziz University.

PubMed

Hassan, Ali H; Amer, Hala A; Maghrabi, Abdulhamaid A

2005-01-01

The objectives of this research were to assess the quality of dental services delivered in King Abdulaziz University and highlight the necessary recommendations that would improve it. The methods used were live photographs illustrating the structure of dental services of the faculty presented in the clinic buildings, waiting places, equipments, instruments and supplies, as well as the comfort and privacy. Review of official records of the faculty for the number, qualifications and training of the dental staff and auxiliary personnel, as well as the process of care (starting from patient registration until completion of treatment). Records also demonstrated the access and utilization of services delivered in the various departments, the quality of these services and of infection control measures and procedures. The results revealed the high quality of services delivered through evaluating the structure and process of care in the university dental clinics. Dental services of King Abdulaziz University conform to high quality standards, with implementation of some changes for improvement and development.

Using Personal Selling Techniques to Influence Student Evaluation of Faculty Instruction

ERIC Educational Resources Information Center

Adrian, C. Mitchell; Phelps, Lonnie D.; Totten, Jeffery W.

2017-01-01

Use of Student Evaluation of Instruction (SEI) in higher education was originally intended as a source of feedback to faculty, but it has developed into a significant part of faculty performance evaluations. Administrators supporting the use of SEI's as a performance indicator assume students recognize and reward "good teaching." It is…

Radical Change in Faculty and Student Evaluation: A Justifiable Heresy?

ERIC Educational Resources Information Center

Gentry, Jeffery

2011-01-01

This article addresses the connection between two continuing trends in higher education: semester evaluation of faculty by students (SE's) and grade inflation. The two phenomena are explored historically; then a two-part plan is proposed to enhance the evaluation of both students and faculty. This solution does not replace current evaluation…

The Effect of Faculty Self-Promotion on Student Evaluations of Teaching

ERIC Educational Resources Information Center

Farreras, Ingrid G.; Boyle, Robert W.

2012-01-01

This study investigated the effect that varying degrees of faculty self-promotion had on 322 student evaluations. As high student evaluations are correlated with greater student learning, it is imperative that we assess how faculty's presentation style is perceived by students so as to enhance instruction and therefore student learning. Students…

Identifying weaknesses in undergraduate programs within the context input process product model framework in view of faculty and library staff in 2014.

PubMed

Neyazi, Narges; Arab, Mohammad; Farzianpour, Freshteh; Mahmoudi, Mahmood

2016-06-01

Objective of this research is to find out weaknesses of undergraduate programs in terms of personnel and financial, organizational management and facilities in view of faculty and library staff, and determining factors that may facilitate program quality-improvement. This is a descriptive analytical survey research and from purpose aspect is an application evaluation study that undergraduate groups of selected faculties (Public Health, Nursing and Midwifery, Allied Medical Sciences and Rehabilitation) at Tehran University of Medical Sciences (TUMS) have been surveyed using context input process product model in 2014. Statistical population were consist of three subgroups including department head (n=10), faculty members (n=61), and library staff (n=10) with total population of 81 people. Data collected through three researcher-made questionnaires which were based on Likert scale. The data were then analyzed using descriptive and inferential statistics. Results showed desirable and relatively desirable situation for factors in context, input, process, and product fields except for factors of administration and financial; and research and educational spaces and equipment which were in undesirable situation. Based on results, researcher highlighted weaknesses in the undergraduate programs of TUMS in terms of research and educational spaces and facilities, educational curriculum, administration and financial; and recommended some steps in terms of financial, organizational management and communication with graduates in order to improve the quality of this system.

Faculty Evaluation: Number One Quality Control in TQM [Total Quality Management].

ERIC Educational Resources Information Center

Andrews, Hans A.; And Others

The current perception of faculty tenure as a guarantee of a job for life can impede the removal of teachers who do not perform up to standards. Such faculty, however, can have an extremely negative effect on overall college quality, and studies have shown that community college faculty do support post-tenure evaluation if it is responsibly…

Differences in Student Evaluations of Principles and Other Economics Courses and The Allocation of Faculty across Courses

ERIC Educational Resources Information Center

Ragan, James F., Jr.; Walia, Bhavneet

2010-01-01

The authors analyze 19 semesters of student evaluations at Kansas State University. Faculty member fixed effects are sizable and indicate that among faculty members who teach both types of courses, the best principles teachers also tend to be the best nonprinciples teachers. Estimates that ignore faculty effects are biased because principles…

Evaluating Online Dictionaries From Faculty Prospective: A Case Study Performed On English Faculty Members At King Saud University--Wadi Aldawaser Branch

ERIC Educational Resources Information Center

Abouserie, Hossam Eldin Mohamed Refaat

2010-01-01

The purpose of this study was to evaluate online dictionaries from faculty prospective. The study tried to obtain in depth information about various forms of dictionaries the faculty used; degree of awareness and accessing online dictionaries; types of online dictionaries accessed; basic features of information provided; major benefits gained…

The Value of Student Ratings: Perceptions of Students, Teachers, and Administrators

ERIC Educational Resources Information Center

Campbell, Judith Prugh; Bozeman, William C.

2008-01-01

Colleges and universities invest time, personnel, and money into the process of student evaluations of faculty. These data provide only one measure of evaluating the quality and effectiveness of instruction. This research responded to the lack of emphasis on more effective use of the data for the purpose of improving teaching effectiveness by…

Evaluation of a College Curriculum Advisory Program Utilizing Student Advisors. Final Report.

ERIC Educational Resources Information Center

Brown, Coke R.

This study was designed to evaluate the viability of using students as academic advisors for freshmen students and to document the process of the advising program at Idaho State University. Results show that students advised by students did as well academically and had a lower dropout rate than students advised by faculty. Descriptions of advisor…

Direct Measurement and Evaluation for Mechanical Engineering Programme Outcomes: Impact on Continuous Improvement

ERIC Educational Resources Information Center

Tahir, Mohd Faizal Mat; Khamis, Nor Kamaliana; Wahid, Zaliha; Ihsan, Ahmad Kamal Ariffin Mohd; Ghani, Jaharah Ab; Sabri, Mohd Anas Mohd; Sajuri, Zainuddin; Abdullah, Shahrum; Sulong, Abu Bakar

2013-01-01

Universiti Kebangsaan Malaysia (UKM) is a research university that continuously undergoes an audit and accreditation process for the management of its courses. The Faculty of Engineering and the Built Environment (FKAB) is subjected to such processes, one of them is the auditing conducted by the Engineering Accreditation Council (EAC), which gives…

Process Evaluation for Improving K12 Program Effectiveness: Case Study of a National Institutes of Health Building Interdisciplinary Research Careers in Women's Health Research Career Development Program.

PubMed

Raymond, Nancy C; Wyman, Jean F; Dighe, Satlaj; Harwood, Eileen M; Hang, Mikow

2018-06-01

Process evaluation is an important tool in quality improvement efforts. This article illustrates how a systematic and continuous evaluation process can be used to improve the quality of faculty career development programs by using the University of Minnesota's Building Interdisciplinary Research Careers in Women's Health (BIRCWH) K12 program as an exemplar. Data from a rigorous process evaluation incorporating quantitative and qualitative measurements were analyzed and reviewed by the BIRCWH program leadership on a regular basis. Examples are provided of how this evaluation model and processes were used to improve many aspects of the program, thereby improving scholar, mentor, and advisory committee members' satisfaction and scholar outcomes. A rigorous evaluation plan can increase the effectiveness and impact of a research career development plan.

Faculty Ownership of the Assurance of Learning Process: Determinants of Faculty Engagement and Continuing Challenges

ERIC Educational Resources Information Center

Garrison, Michael J.; Rexeisen, Richard J.

2014-01-01

Although this article provides further evidence of serious impediments to faculty ownership of assurance of learning, including inadequate and misaligned resources, the results indicate that faculty can be energized to become actively engaged in the assurance of learning (AOL) process, particularly when they believe that AOL results are useful and…

Partnerships Enhancing Practice: A Preliminary Model of Technology-Based Peer-to-Peer Evaluations of Teaching in Higher Education

ERIC Educational Resources Information Center

Servilio, Kathryn L.; Hollingshead, Aleksandra; Hott, Brittany L.

2017-01-01

In higher education, current teaching evaluation models typically involve senior faculty evaluating junior faculty. However, there is evidence that peer-to-peer junior faculty observations and feedback may be just as effective. This descriptive case study utilized an inductive analysis to examine experiences of six special education early career…

A Mandala of Faculty Development: Using Theory-Based Evaluation to Explore Contexts, Mechanisms and Outcomes

ERIC Educational Resources Information Center

Onyura, Betty; Ng, Stella L.; Baker, Lindsay R.; Lieff, Susan; Millar, Barbara-Ann; Mori, Brenda

2017-01-01

Demonstrating the impact of faculty development, is an increasingly mandated and ever elusive goal. Questions have been raised about the adequacy of current approaches. Here, we integrate realist and theory-driven evaluation approaches, to evaluate an intensive longitudinal program. Our aim is to elucidate how faculty development can work to…

Part-Time Faculty Evaluation: A Campus Case Study.

ERIC Educational Resources Information Center

Williams, James P.

For the past 13 years, the Verde Valley Campus of Yavapai College, in Arizona, has used the same system to evaluate part-time faculty in an effort to both maintain quality control and provide feedback to part-time faculty and address their concerns. The system utilizes two instruments to gather evaluative data. The first is used to determine…

Perception of Locus of Control as a Predictor of Attitude Toward Students' Evaluation of University Faculty. AIR Forum Paper 1978.

ERIC Educational Resources Information Center

Kohler, Emmett T.; Christal, Melodie E.

Student and faculty attitudes about faculty evaluation and the relationship of the attitudes to the concept of locus of control were investigated. Student respondents consisted of 172 males and 256 females, and 108 faculty responses were received. The measure of locus of control closely resembles the Rotter Internal-External Control Scale. Student…

Feasibility and Outcomes of Implementing a Portfolio Assessment System Alongside a Traditional Grading System.

PubMed

O'Brien, Celia Laird; Sanguino, Sandra M; Thomas, John X; Green, Marianne M

2016-11-01

Portfolios are a powerful tool to collect and evaluate evidence of medical students' competence across time. However, comprehensive portfolio assessment systems that are implemented alongside traditional graded curricula at medical schools in the United States have not been described in the literature. This study describes the development and implementation of a longitudinal competency-based electronic portfolio system alongside a graded curriculum at a relatively large U.S. medical school. In 2009, the authors developed a portfolio system that served as a repository for all student assessments organized by competency domain. Five competencies were selected for a preclerkship summative portfolio review. Students submitted reflections on their performance. In 2014, four clinical faculty members participated in standard-setting activities and used expert judgment and holistic review to rate students' competency achievement as "progressing toward competence," "progressing toward competence with some concern," or "progressing toward competence pending remediation." Follow-up surveys measured students' and faculty members' perceptions of the process. Faculty evaluated 156 portfolios and showed high levels of agreement in their ratings. The majority of students achieved the "progressing toward competence" benchmark in all competency areas. However, 31 students received at least one concerning rating, which was not reflected in their course grades. Students' perceptions of the system's ability to foster self-assessment were mixed. The portfolio review process allowed faculty to identify students with a concerning rating in a behavioral competency who would not have been identified in a traditional grading system. Identification of these students allows for intervention and early remediation.

Business Students' Ethical Evaluations of Faculty Misconduct

ERIC Educational Resources Information Center

Valentine, Sean; Kidwell, Roland E.

2008-01-01

Purpose: This study aims to gauge business school student perceptions of the academic conduct of college professors, to determine students' ethical evaluations of certain potential faculty behaviors. The relationships between perceived faculty misconduct and several student demographic characteristics including sex and academic classification were…

Orientation, Evaluation, and Integration of Part-Time Nursing Faculty.

PubMed

Carlson, Joanne S

2015-07-10

This study helps to quantify and describe orientation, evaluation, and integration practices pertaining to part-time clinical nursing faculty teaching in prelicensure nursing education programs. A researcher designed Web-based survey was used to collect information from a convenience sample of part-time clinical nursing faculty teaching in prelicensure nursing programs. Survey questions focused on the amount and type of orientation, evaluation, and integration practices. Descriptive statistics were used to analyze results. Respondents reported on average four hours of orientation, with close to half reporting no more than two hours. Evaluative feedback was received much more often from students than from full-time faculty. Most respondents reported receiving some degree of mentoring and that it was easy to get help from full-time faculty. Respondents reported being most informed about student evaluation procedures, grading, and the steps to take when students are not meeting course objectives, and less informed about changes to ongoing curriculum and policy.

[A participating study on the didactic-pedagogical education of nursing teachers].

PubMed

Guariente, M H; Berbel, N A

2000-04-01

Through the participant-research framework, this collective study was carried out by a group of faculty nurses responsible for the course of Nursing Fundamentals at Londrina State University. Considering the discussion that emerged from the participative process and based on the Historical-Critical Pedagogy, the most relevant concepts and pedagogic practices were selected, through the presentation and discussion of the following categories: Goals, Contents, Methodology and Evaluation. Authors concluded that the reflections emerged by and with the group about pedagogic aspects effected the performance of the involved faculty as well as that the collective process must be continuous in order to support the pedagogic development of these professionals, who are educational agents concerned with the improvement of nurses' formation.

Improving the Faculty Selection Process in Higher Education: A Case for the Analytic Hierarchy Process. IR Applications. Volume 6

ERIC Educational Resources Information Center

Grandzol, John R.

2005-01-01

The selection of faculty in academic institutions is an important process--one that has long-lasting effects on an institution's ability to fulfill its mission. Faculty influence the quality of the education delivered, the effectiveness of the programs and activities offered, and the financial efficiency of the delivery processes. Failed searches…

Collaborating With Businesses to Support and Sustain Research.

PubMed

Moch, Susan Diemert; Jansen, Debra A; Jadack, Rosemary A; Page, Phil; Topp, Robert

2015-10-01

Financial assistance is necessary for sustaining research at universities. Business collaborations are a potential means for obtaining these funds. To secure funding, understanding the process for obtaining these business funds is important for nursing faculty members. Although faculty rarely request funding from businesses, they are often in a position to solicit financial support due to existing relationships with clinical agency administrators, staff, and community leaders. The economic support received from businesses provides outcomes in nursing research, research education, academic-service partnerships, and client health care. This article describes the steps and processes involved in successfully obtaining research funding from businesses. In addition, case examples for securing and maintaining funding from health care agencies (evidence-based practice services) and from a health manufacturing company (product evaluation) are used to demonstrate the process. © The Author(s) 2015.

Development, implementation, and impact of a collaborative junior faculty engagement and professional growth program: The Young Faculty Leadership Initiative.

PubMed

Pate, Adam; Smith, Jennifer; Caldwell, David; Horace, Alexis; Zagar, Michelle

2018-03-01

To develop, implement, and evaluate the effect of a faculty engagement and professional growth program targeted at junior faculty members. A faculty engagement and growth program based on adult learning theory was piloted in a clinical sciences department. Effect of the model was evaluated using a pre/post-survey evaluating faculty output and work engagement using the Utrecht Work Engagement Scale (UWES). Average number of publications/projects with cross-campus collaboration increased (0.58 versus 1.25, P = 0.03, 95%CI 0.059-1.264). Involvement in national/state organizations, number of accepted poster presentations, and grants submitted and/or funded all increased (p>0.05). Total UWES score increased (4.13 vs. 4.495 p = 0.21) with the greatest subscale increase in vigor (3.833 vs 4.347, P = 0.1). A faculty engagement and growth program targeting junior faculty members using adult learning theory as a framework may provide a novel and economic way for schools to support the development of these critical team members. Copyright © 2017 Elsevier Inc. All rights reserved.

Bedside manners: do we care?

PubMed

Farooq, Zerwa; Mustaf, Tajammal; Akram, Alia; Khan, Mariha; Amjad, Rabbia; Naveed, Maryam; Azhar, Ayesha; Chaudhry, Abdul Majeed; Khan, M Amir Zaman; Rafiq, Farida

2013-01-01

Teaching bedside manner might prove to be one of the most challenging tasks in medical education as it is not easy to structure or formalise such training. Besides, the rigorous training process for acquiring clinical and technical skills often overshadows the humanistic aspect of medical care. The aim of this study was to assess the perception of final year medical students as well as the faculty regarding the teaching and practice of bedside manner including a brief evaluation of students' bedside manner. A cross-sectional study was conducted involving final year medical students from five medical colleges (n = 193) and faculty from a single institution (n=29). Sample was selected using systematic random or convenient sampling techniques. Data was collected using self administered, anonymous, structured questionnaire. Data were analysed using SPSS-17. While evaluating students' bedside manner, 85% of the students reported they always take consent while interacting with a patient whereas, only 17% of the faculty members agreed with this. Only 3% of the faculty members reported that students take care of privacy of patients and none of them thought that students reassure a patient during an encounter whereas the percentages among students were 76% and 48%, respectively. Though students thought they need to improve, majority (56%) of them was confident of their bedside manner. On the other hand, 83% of the faculty members rated students' bedside manner from fair to poor. A large proportion (69%) of the faculty members were not satisfied with the quality of teaching regarding bedside manner, reporting lack of focus on this particular aspect of medical care as the most important cause. Majority of the students (87%) believed doctors have a better bedside manner in private as compared to public hospitals. Students have an inflated evaluation of their bedside manner but majority felt a need to improve. A sharp contrast exists between students' and faculty's opinion regarding the practice of bedside manner by students. An outright lack of focus on bedside manner was reported as the most important cause for inadequate emphasis on teaching this particular aspect of medical care.

Faculty Evaluations Correlate Poorly with Medical Student Examination Performance in a Fourth-Year Emergency Medicine Clerkship.

PubMed

Dubosh, Nicole M; Fisher, Jonathan; Lewis, Jason; Ullman, Edward A

2017-06-01

Clerkship directors routinely evaluate medical students using multiple modalities, including faculty assessment of clinical performance and written examinations. Both forms of evaluation often play a prominent role in final clerkship grade. The degree to which these modalities correlate in an emergency medicine (EM) clerkship is unclear. We sought to correlate faculty clinical evaluations with medical student performance on a written, standardized EM examination of medical knowledge. This is a retrospective study of fourth-year medical students in a 4-week EM elective at one academic medical center. EM faculty performed end of shift evaluations of students via a blinded online system using a 5-point Likert scale for 8 domains: data acquisition, data interpretation, medical knowledge base, professionalism, patient care and communication, initiative/reliability/dependability, procedural skills, and overall evaluation. All students completed the National EM M4 Examination in EM. Means, medians, and standard deviations for end of shift evaluation scores were calculated, and correlations with examination scores were assessed using a Spearman's rank correlation coefficient. Thirty-nine medical students with 224 discrete faculty evaluations were included. The median number of evaluations completed per student was 6. The mean score (±SD) on the examination was 78.6% ± 6.1%. The examination score correlated poorly with faculty evaluations across all 8 domains (ρ 0.074-0.316). Faculty evaluations of medical students across multiple domains of competency correlate poorly with written examination performance during an EM clerkship. Educators need to consider the limitations of examination score in assessing students' ability to provide quality patient clinical care. Copyright © 2016 Elsevier Inc. All rights reserved.

Work Habits Are Valid Components of Evaluations of Anesthesia Residents Based on Faculty Anesthesiologists' Daily Written Comments About Residents.

PubMed

Dexter, Franklin; Masursky, Danielle; Szeluga, Debra; Hindman, Bradley J

2016-05-01

In our department, faculty anesthesiologists routinely evaluate the resident physicians with whom they worked in an operative setting the day before, providing numerical scores to questions. The faculty can also enter a written comment if so desired. Because residents' work habits are important to anesthesiology program directors, and work habits can improve with feedback, we hypothesized that faculty comments would include the theme of the anesthesia resident's work habits. We analyzed all 6692 faculty comments from January 1, 2011, to June 30, 2015. We quantified use of the theme of Dannefer et al.'s work habit scale, specifically the words and phrases in the scale, and synonyms to the words. Approximately half (50.7% [lower 99.99% confidence limit, 48.4%]) of faculty comments contained the theme of work habits. Multiple sensitivity analyses were performed excluding individual faculty, residents, and words. The lower confidence limits for comments containing the theme were each >42.7%. Although faculty anesthesiologists completed (numerical) questions based on the American College of Graduate Medical Education competencies to evaluate residents, an important percentage of written comments included the theme of work habits. The implication is that the theme has validity as one component of the routine evaluation of anesthesia residents.

R&D Priorities for Educational Testing and Evaluation: The Testimony of the CRESST National Faculty.

ERIC Educational Resources Information Center

Herman, Joan L., Ed.

At the 1989 meeting of the National Faculty of the Center for Research on Evaluation, Standards, and Student Testing (CRESST), faculty members were invited to present testimony on what they viewed as the most pressing research and policy issues in the fields of testing, evaluation, and standards. These views are expressed in this document,…

ASHE Reader on Faculty and Faculty Issues in Colleges and Universities.

ERIC Educational Resources Information Center

Finkelstein, Martin J., Ed.

The academic profession is discussed in 25 articles that cover: the current status of the professoriate, the faculty culture and nature of the career, teaching/research roles, women and minority faculty, part-time and two-year college faculty, and faculty development/evaluation. The book is intended as a reader for students in graduate programs in…

The Four-Day Operational Week Experience at Florida Junior College (FJC): Report of Evaluation Process Study.

ERIC Educational Resources Information Center

Stuckman, Jeffrey A.

An evaluation was conducted at Florida Junior College (FJC) of the four-day operational week implemented during May through August, 1981. Surveys were administered in May and July to day students, full-time teaching faculty, and full-time noninstructional staff to determine their level of satisfaction or dissatisfaction with the four-day week.…

Enhancing Sustainability Curricula through Faculty Learning Communities

ERIC Educational Resources Information Center

Natkin, L. W.; Kolbe, Tammy

2016-01-01

Purpose: Although the number of higher education institutions adopting sustainability-focused faculty learning communities (FLCs) has grown, very few of these programs have published evaluation research. This paper aims to report findings from an evaluation of the University of Vermont's (UVM's) sustainability faculty fellows (SFF) program. It…

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching.

PubMed

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. © 2016 P. Brickman et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Realisation of the guidelines for faculty-internal exams at the Department of General Medicine at the University of Munich: Pushing medical exams one step ahead with IMSm.

PubMed

Boeder, Niklas; Holzer, Matthias; Schelling, Jörg

2012-01-01

Graded exams are prerequisites for the admission to the medical state examination. Accordingly the exams must be of good quality in order to allow benchmarking with the faculty and between different universities. Criteria for good quality need to be considered - namely objectivity, validity and reliability. The guidelines for the processing of exams published by the GMA are supposed to help maintaining those criteria. In 2008 the Department of General Medicine at the University of Munich fulfils only 14 of 18 items. A review process, appropriate training of the staff and the introduction of the IMSm software were the main changes that helped to improve the 'GMA-score' to 30 fulfilled items. We see the introduction of the IMSm system as our biggest challenge ahead. IMSm helps to streamline the necessary workflow and improves their quality (e.g. by the detection of cueing, item analysis). Overall, we evaluate the steps to improve the exam process as very positive. We plan to engage co-workers outside the department to assist in the various review processes in the future. Furthermore we think it might be of value to get into contact with other departments and faculties to benefit from each other's question pools.

Medical school deans' perceptions of organizational climate: useful indicators for advancement of women faculty and evaluation of a leadership program's impact.

PubMed

Dannels, Sharon; McLaughlin, Jean; Gleason, Katharine A; McDade, Sharon A; Richman, Rosalyn; Morahan, Page S

2009-01-01

The authors surveyed U.S. and Canadian medical school deans regarding organizational climate for faculty, policies affecting faculty, processes deans use for developing faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women. The usable response rate was 58% (n = 83/142). Deans perceived gender equity in organizational climate as neutral, improving, or attained on most items and deficient on four. Only three family-friendly policies/benefits were available at more than 68% of medical schools; several policies specifically designed to increase gender equity were available at fewer than 14%. Women deans reported significantly more frequent use than men (P = .032) of practices used to develop faculty leadership. Deans' impressions regarding the impact of ELAM alumnae on their schools was positive (M = 5.62 out of 7), with those having more fellows reporting greater benefit (P = .01). The deans felt the ELAM program had a very positive influence on its alumnae (M = 6.27) and increased their eligibility for promotion (M = 5.7). This study provides a unique window into the perceptions of medical school deans, important policy leaders at their institutions. Their opinion adds to previous studies of organizational climate focused on faculty perceptions. Deans perceive the organizational climate for women to be improving, but they believe that certain interventions are still needed. Women deans seem more proactive in their use of practices to develop leadership. Finally, deans provide an important third-party judgment for program evaluation of the ELAM leadership intervention, reporting a positive impact on its alumnae and their schools.

Student Evaluations of Teaching Are an Inadequate Assessment Tool for Evaluating Faculty Performance

ERIC Educational Resources Information Center

Hornstein, Henry A.

2017-01-01

Literature is examined to support the contention that student evaluations of teaching (SET) should not be used for summative evaluation of university faculty. Recommendations for alternatives to SET are provided.

Dynamic online peer evaluations to improve group assignments in nursing e-learning environment.

PubMed

Adwan, Jehad

2016-06-01

The purpose of this research was to evaluate the use of online peer evaluation forms for online group activities in improving group project outcomes. The investigator developed and used a web-based Google Forms® self and peer evaluation form of 2 group assignments' rubric for junior and senior nursing students. The form covered elements of the assignments including: research activity, analysis of the literature, writing of report, participation in making of presentation, overall contribution to the project, and participation in the weekly group discussions. Items were rated from 1 (did not contribute) to 5 (outstanding contribution) in addition to NA when one activity did not apply. The self and peer evaluation process was conducted twice: once after group assignment 1 and once after group assignment 2. The group assignments final products were done in the form of VoiceThread online presentations that were shared with the rest of the class reflecting the groups' work on a health informatics topic of interest. Data collected as the students completed self and peer evaluations for group assignments 1 and 2. Also, optional comments regarding member performance were collected to add contextual information in addition to ratings. Students received credit for completing the peer evaluations and the grade for the particular assignment was affected by their performance based on peer evaluations of their contributions. Students' peer evaluations showed in a color-coded spreadsheet which enabled the course faculty to view real time results of students' ratings after each assignment. The faculty provided timely and tailored feedback to groups or individuals as needed, using positive feedback and commending high performance while urging struggling individual students and groups to improve lower ratings in specific areas. Comparing evaluations of both assignments, there were statistically significant improvements among all students. The mean scores of the entire sample were skewed toward the higher end of the scale, suggesting an overall high performance group. However, analysis of the lower performing individuals showed consistent and statistically significant improvements in all areas of the evaluation criteria. Anonymous peer evaluation activities and timely faculty feedback in e-Learning environment can be a useful tool to faculty to improve group performance over time by engaging the learners within their groups. Peer evaluations provided real time view of group mid-semester formative evaluations that allowed the faculty to provide timely and tailored feedback on student performance which allowed for better outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

PubMed

Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun

2007-07-01

In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.

Gender Differences in Business Faculty's Research Motivation

ERIC Educational Resources Information Center

Chen, Yining; Zhao, Qin

2013-01-01

The authors use expectancy theory to evaluate gender differences in key factors that motivate faculty to conduct research. Using faculty survey data collected from 320 faculty members at 10 business schools, they found that faculty members, both men and women, who displayed higher motivation were more productive in research. Among them, pretenured…

Structured Annual Faculty Review Program Accelerates Professional Development and Promotion

PubMed Central

McLendon, Roger

2017-01-01

This retrospective observational study on faculty development analyzes the Duke University Pathology Department’s 18-year experience with a structured mentoring program involving 51 junior faculty members. The majority had MD degrees only (55%). The percentage of young women faculty hires before 1998 was 25%, increasing to 72% after 2005. Diversity also broadened from 9% with varied heritages before 1998 to 37% since then. The mentoring process pivoted on an annual review process. The reviews generally helped candidates focus much earlier, identified impediments they individually felt, and provided new avenues to gain a national reputation for academic excellence. National committee membership effectively helped gain national exposure. Thirty-eight percent of the mentees served on College of American Pathologists (CAP) committees, exponential multiples of any other national society. Some used CAP resources to develop major programs, some becoming nationally and internationally recognized for their academic activities. Several faculty gained national recognition as thought leaders for publishing about work initiated to serve administrative needs in the Department. The review process identified the need for more protected time for research, issues with time constraints, and avoiding exploitation when collaborating with other departments. This review identified a rigorous faculty mentoring and review process that included annual career counseling, goal-oriented academic careers, monitored advancement to promotion, higher salaries, and national recognition. All contributed to high faculty satisfaction and low faculty turnover. We conclude that a rigorous annual faculty review program and its natural sequence, promotion, can greatly foster faculty satisfaction. PMID:28725786

Health science center faculty attitudes towards interprofessional education and teamwork.

PubMed

Gary, Jodie C; Gosselin, Kevin; Bentley, Regina

2018-03-01

The attitudes of faculty towards interprofessional education (IPE) and teamwork impact the education of health professions education (HPE) students. This paper reports on a study evaluating attitudes from health professions educators towards IPE and teamwork at one academic health science center (HSC) where modest IPE initiatives have commenced. Drawing from the results of a previous investigation, this study was conducted to examine current attitudes of the faculty responsible for the training of future healthcare professionals. Survey data were collected to evaluate attitudes from HSC faculty, dentistry, nursing, medicine, pharmacy and public health. In general, positive HSC faculty attitudes towards interprofessional learning, education, and teamwork were significantly predicted by those affiliated with the component of nursing. Faculty development aimed at changing attitudes and increasing understanding of IPE and teamwork are critical. Results of this study serve as an underpinning to leverage strengths and evaluate weakness in initiating IPE.

Evaluating Technical Communication Faculty: Some Empirically-Based Criteria and Guidelines. Draft.

ERIC Educational Resources Information Center

Stevenson, Dwight W.

As technical communication is a young academic discipline, evaluating technical communication faculty for promotion, tenure, and merit purposes requires special awareness and care. To determine reasonable expectations of faculty achievement, a study documented the range, types, and frequency of activities of 12 professors and 12 associate…

Exploring Faculty Developers' Experiences to Inform Our Understanding of Competence in Faculty Development.

PubMed

Baker, Lindsay; Leslie, Karen; Panisko, Danny; Walsh, Allyn; Wong, Anne; Stubbs, Barbara; Mylopoulos, Maria

2018-02-01

Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers' roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer's ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.

Exploring Faculty Developers’ Experiences to Inform Our Understanding of Competence in Faculty Development

PubMed Central

Leslie, Karen; Panisko, Danny; Walsh, Allyn; Wong, Anne; Stubbs, Barbara; Mylopoulos, Maria

2018-01-01

Purpose Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers’ roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. Method A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Results Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. Conclusions These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer’s ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge. PMID:28678104

Is USMLE Step 1 score a valid predictor of success in surgical residency?

PubMed

Sutton, Erica; Richardson, James David; Ziegler, Craig; Bond, Jordan; Burke-Poole, Molly; McMasters, Kelly M

2014-12-01

Many programs rely extensively on United States Medical Licensing Examination (USMLE) scores for interviews/selection of surgical residents. However, their predictive ability remains controversial. We examined the association between USMLE scores and success in surgical residency. We compared USMLE scores for 123 general surgical residents who trained in the past 20 years and their performance evaluation. Scores were normalized to the mean for the testing year and expressed as a ratio (1 = mean). Performances were evaluated by (1) rotation evaluations; (2) "dropouts;" (3) overall American Board of Surgery pass rate; (4) first-time American Board of Surgery pass rate; and (5) a retrospective comprehensive faculty evaluation. For the latter, 16 surgeons (average faculty tenure 22 years) rated residents on a 1 to 4 score (1 = fair; 4 = excellent). Rotation evaluations by faculty and "drop out" rates were not associated with USMLE score differences (dropouts had average above the mean). One hundred percent of general surgery practitioners achieved board certification regardless of USMLE score but trainees with an average above the mean had a higher first-time pass rate (P = .04). Data from the comprehensive faculty evaluations were conflicting: there was a moderate degree of correlation between board scores and faculty evaluations (r = .287, P = .001). However, a score above the mean was associated with a faculty ranking of 3 to 4 in only 51.7% of trainees. Higher USMLE scores were associated with higher faculty evaluations and first-time board pass rates. However, their positive predictive value was only 50% for higher faculty evaluations and a high overall board pass rate can be achieved regardless of USMLE scores. USMLE Step 1 score is a valid tool for selecting residents but caution might be indicated in using it as a single selection factor. Copyright © 2014 Elsevier Inc. All rights reserved.

Searching for Excellence & Diversity: Increasing the Hiring of Women Faculty at One Academic Medical Center

PubMed Central

Sheridan, Jennifer T.; Fine, Eve; Pribbenow, Christine Maidl; Handelsman, Jo; Carnes, Molly

2014-01-01

One opportunity to realize the diversity goals of academic health centers comes at the time of hiring new faculty. To improve the effectiveness of search committees in increasing the gender diversity of faculty hires, the authors created and implemented a training workshop for faculty search committees designed to improve the hiring process and increase the diversity of faculty hires at the University of Wisconsin–Madison. They describe the workshops, which they presented in the School of Medicine and Public Health between 2004 and 2007, and they compare the subsequent hiring of women faculty in participating and nonparticipating departments and the self-reported experience of new faculty within the hiring process. Attendance at the workshop correlates with improved hiring of women faculty and with a better hiring experience for faculty recruits, especially women. The authors articulate successful elements of workshop implementation for other medical schools seeking to increase gender diversity on their faculties. PMID:20505400

Assessment of cultural competence in Texas nursing faculty.

PubMed

Marzilli, Collen

2016-10-01

Cultural competence [CC] is an essential component of nursing education and nursing practice yet there is a gap in the research evaluating CC in faculty and how to practically develop this skillset for faculty members. To explore CC in faculty as evaluated with the Nurses' Cultural Competence Scale [NCCS] and apply the findings to the Purnell Model of Cultural Competence [PMCC] to guide professional development opportunities for faculty members. This was a concurrent mixed-methods study. Faculty members teaching in Texas nursing programs were recruited for the study. Quantitative data was collected using an online survey tool and qualitative data was collected over the phone. 89 Texas faculty members completed the quantitative strand and a subset of 10 faculty members completed the qualitative strand. Descriptive statistics were used to examine the quantitative data and Strauss and Corbin's methodology guided the evaluation of the qualitative data. These two strands were used to support the results. Faculty in Texas are moderately culturally competent. The qualitative findings support the application of the PMCC to the areas identified by the NCCS. The PMCC may be applied to the application of culture and values in nursing professional education as supported by the NCCS. Recommendations are to include the PMCC as a structure for the creation of professional development opportunities for faculty. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mid-career faculty development in academic medicine: How does it impact faculty and institutional vitality?

PubMed Central

Campion, MaryAnn W.; Bhasin, Robina M.; Beaudette, Donald J.; Shann, Mary H.; Benjamin, Emelia J.

2016-01-01

Purpose Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for mid-career faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated a ten-month mid-career faculty development program. Methods A mixed-methods quasi-experimental design was used to evaluate the program's impact on faculty and institutional vitality. Pre/post surveys compared participants with a matched reference group. Quantitative data were augmented by interviews and focus groups with multiple stakeholders. Results At the program's conclusion, participants showed statistically significant gains in knowledge, skills, attitudes, and connectivity when compared to the referents. Conclusion Given that mid-career faculty development in academic medicine has not been extensively studied, our evaluation provides a useful perspective to guide future initiatives aimed at enhancing the vitality and leadership capacity of mid-career faculty. PMID:27942418

Who will educate our nurses? A strategy to address the nurse faculty shortage in New Jersey.

PubMed

Gerolamo, Angela M; Overcash, Amy; McGovern, Jennifer; Roemer, Grace; Bakewell-Sachs, Susan

2014-01-01

The nurse faculty shortage hampers the capacity of the nursing workforce to respond to the demands of the evolving health care system. As a strategy to address the shortage in New Jersey, the Robert Wood Johnson Foundation implemented the New Jersey Nursing Initiative Faculty Preparation Program to prepare nurses for the faculty role. This article highlights program implementation successes and challenges, scholar and faculty perceptions of the program, and provides recommendations for others interested in preparing nurse faculty. This evaluation uses data from scholar surveys and focus groups, interviews with grantees, and grantee reports. Findings suggest that a program that includes generous monetary support, socialization to the nurse faculty role, and formal education courses produces graduates who readily assume a faculty position and are committed to at least a part-time career in nursing education. This evaluation emphasizes the need to carefully design programs that integrate faculty preparation and advanced clinical training. Copyright © 2014 Elsevier Inc. All rights reserved.

Mid-career faculty development in academic medicine: How does it impact faculty and institutional vitality?

PubMed

Campion, MaryAnn W; Bhasin, Robina M; Beaudette, Donald J; Shann, Mary H; Benjamin, Emelia J

2016-09-01

Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for mid-career faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated a ten-month mid-career faculty development program. A mixed-methods quasi-experimental design was used to evaluate the program's impact on faculty and institutional vitality. Pre/post surveys compared participants with a matched reference group. Quantitative data were augmented by interviews and focus groups with multiple stakeholders. At the program's conclusion, participants showed statistically significant gains in knowledge, skills, attitudes, and connectivity when compared to the referents. Given that mid-career faculty development in academic medicine has not been extensively studied, our evaluation provides a useful perspective to guide future initiatives aimed at enhancing the vitality and leadership capacity of mid-career faculty.

[Higher education in nursing: the faculty work process in different institutional contexts].

PubMed

Leonello, Valéria Marli; Oliveira, Maria Amélia de Campos

2014-12-01

To analyze the characteristics of faculty work in nursing higher education. An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.


A Systems Approach to Scaffold Communication Skills Development

PubMed Central

Er, Nelson L.

2008-01-01

Objectives To implement a communication skills development (CSD) system and evaluate its effectiveness in a clinical communications course. Design Students conducted baseline interviews and wrote SOAP notes, and based on faculty, patient, self- and peer assessments, set goals for improvement of their communication skills. Students participated in various activities to scaffold their learning, several of which took place in a web-based environment to enhance access and function for both students and faculty members. Quantitative and qualitative analyses were performed. Assessment Students' communication skills improved as evidenced by assessment scores. Student and faculty comments offered additional evidence of the effectiveness of standardized patient interviews, learning strategies, and assessment methods. Conclusion The CSD system effectively integrated various types of learning activities and feedback processes. The use of scaffolding strategies appeared to enhance the development of students' communication skills. PMID:18483601

Nursing Faculty and Academic Integrity

ERIC Educational Resources Information Center

Wilson, Cecilia E.

2013-01-01

Insufficient information exists regarding the process influencing faculty decisions, specifically in the area of maintaining academic integrity in an online environment. The purpose of the study was to explore the experiences and decision-making process of nursing faculty related to maintaining academic integrity in an online environment. The…

Servant Leadership: Faculty and Student Perceptions among Council for Christian Colleges and Universities (CCCU) Nursing Programs

ERIC Educational Resources Information Center

Coffman, Tammie J.

2017-01-01

Servant leadership characteristics and caring converged in exploration of faculty and students of private, Christian nursing schools. Faculty assessed their servant leadership behaviors while students disclosed their perceptions of faculty as caring persons. Students evaluated faculty positively on a six-point Likert scale (mean 5.26).…

Faculty and second-year medical student perceptions of active learning in an integrated curriculum.

PubMed

Tsang, Alexander; Harris, David M

2016-12-01

Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills. Copyright © 2016 The American Physiological Society.

Measuring the Impact of a New Faculty Program Using Institutional Data

ERIC Educational Resources Information Center

Meizlish, Deborah S.; Wright, Mary C.; Howard, Joseph; Kaplan, Matthew L.

2018-01-01

This paper presents a quasi-experimental evaluation of a required, teaching-focused, new faculty program at a large research university. The study makes use of institutional data, including student evaluations of teaching and faculty participation in educational development activities, which are available on many campuses yet rarely used in…

Evaluation in Tenure and Promotion Letters: Constructing Faculty as Communicators, Stars, and Workers

ERIC Educational Resources Information Center

Hyon, Sunny

2011-01-01

This article examines a little-studied review genre of academe: letters written for faculty retention, promotion, and tenure (RPT). Given their centrally evaluative nature, these documents have potential to illuminate academic community values, particularly those related to faculty work. Of specific interest in this study is the evaluative…

Citation Ranking versus Peer Evaluation of Senior Faculty Research Performance: A Case Study of Kurdish Scholarship.

ERIC Educational Resources Information Center

Meho, Lokman I.; Sonnenwald, Diane H.

2000-01-01

Analyzes the relationship between citation ranking and peer evaluation in assessing senior faculty research performance. Describes a study of faculty specializing in Kurdish studies that investigated to what degree citation ranking correlates with data from citation content analysis, book reviews, and peer ranking. (Contains 72 references.)…

Sounds Good: Using Digital Audio for Evaluation Feedback

ERIC Educational Resources Information Center

Rotheram, Bob

2009-01-01

Feedback on student work is problematic for faculty and students in British higher education. Evaluation feedback takes faculty much time to produce and students are often dissatisfied with its quantity, timing, and clarity. The Sounds Good project has been experimenting with the use of digital audio for feedback, aiming to save faculty time and…

Cooperative Learning and Unity: The Perspectives of Faculty, Students, and TA's.

ERIC Educational Resources Information Center

Hagedorn, Linda Serra; Moon, Hye Sun; Buchanan, Donald; Shockman, Eric; Jackson, Michael

A program designed to encourage university faculty and teaching assistants (TAs) to use cooperative learning in undergraduate classrooms was evaluated through the perspectives of faculty, TAs and students. The program was part of an initiative called DiverSCity, and the evaluation focused on the initial climate and culture of the college and…

Portfolio Based Faculty Development Conversations: A Model for Increasing Teaching Efficacy

ERIC Educational Resources Information Center

Crawford, Sabrina

2017-01-01

A shift in higher education towards increasing accountability for teaching effectiveness has institutions reevaluating how they utilize faculty evaluation tools. The purpose of this case study was to probe perceptions on the value of using teaching portfolios, supported by PLC conversations between faculty and deans, as an evaluation strategy that…

Faculty Development: Not Just a Bandwagon.

ERIC Educational Resources Information Center

Hipps, Opal S.

1978-01-01

Considers problems in traditional faculty development programs, comments on the relation between faculty development and evaluation, and reviews the instructional development model, the organizational development approach, and the personal development model. Offers suggestions for nursing faculties and administrators in organizing a nursing…

An Analysis of University Training Programs for Instructional Developers.

ERIC Educational Resources Information Center

Silber, Kenneth H.

1982-01-01

Summarizes study of curricula of nine graduate programs in instructional development (ID). Comparisons are presented on nine variables--purpose; curriculum development processes; ID courses; where/how ID is learned; synthesizing projects; emphasis of faculty/organization development and performance solutions; orientation to evaluation and ID; and…

Development and Evaluation of a Faculty Designed Courseware

ERIC Educational Resources Information Center

Sternberger, Carol

2006-01-01

Electronic delivery of courses presents an evolving process and one that necessitates a change in the architecture of learning designs. Moving beyond the adaptation of familiar methodology for electronic delivery is challenging and requires innovation. The inclusion of interactive courseware in an electronically delivered course addresses varied…

Joint Participation in Decision Making: A Study of Faculty Government and Faculty-Administrative Consultation at Fresno State College.

ERIC Educational Resources Information Center

Deegan, W. L.; And Others

This is one of a group of studies on faculty organization and faculty government. Fresno State College was studied for (1) the nature and effectiveness of the procedures that had been devised for faculty-administrative consultation, (2) the process of faculty and administrative participation in governance through the Academic Senate and selected…

Preparedness of International Students from the British Bologna Process Degree for the Completion of a Master of Science Degree in the United States

ERIC Educational Resources Information Center

Heaster, Dwight W.

2010-01-01

The study evaluated the impact the Bologna (3-year European) degrees have had on graduate international students enrolled in a private university in the United States. The evaluation focused on the students' preparedness for graduate level work. The research involved the graduate faculty who had experience working with the international graduate…

Changing the Course of Geriatrics Education: An Evaluation of the First Cohort of Reynolds Geriatrics Education Programs

PubMed Central

Reuben, David B.; Bachrach, Peter S.; McCreath, Heather; Simpson, Deborah; Bragg, Elizabeth J.; Warshaw, Gregg A.; Snyder, Rani; Frank, Janet C.

2013-01-01

Background/Purpose To describe geriatric training initiatives implemented as a result of Reynolds Foundation grants awarded in 2001 (and concluding in 2005) and evaluate the resulting structure, process, and outcome changes Methods Cross-sectional survey of program directors at 10 academic institutions augmented by review of reports and secondary analyses of existing databases to identify structural and process measures of curriculum implementation, participation rates, and students’ responses to Association of American Medical Colleges Medical School Graduation Questionnaires about geriatrics training. Results All 10 institutions reported structural changes including newly developed or revised geriatric rotations or courses for their trainees. Most used online internet educational materials, sent students to new training venues, incorporated geriatric case discussions, implemented standardized patients, and utilized digital media. On average, each institution trained over 1,000 medical students, 500 residents, 100 faculty, and 700 non-faculty community physicians during the award period. Reynolds institutions also provided geriatrics training across 22 non-primary care disciplines. Eight schools implemented formal faculty development programs. By 2005, students at Reynolds-supported schools reported higher levels of geriatrics/gerontology education and more exposure to expert geriatric care by the attending faculty compared to students at non-Reynolds schools. Innovations and products were disseminated via journal publications, conference presentations, and POGOe (Portal of Geriatric Online Education). Conclusions The investment of extramural and institutional funds in geriatrics education has substantially influenced undergraduate, graduate, and practicing physician education at Reynolds-supported schools. The full impact of these programs on care of older persons will not be known until these trainees enter practice and educational careers. PMID:19704195

The relationship between faculty performance assessment and results on the in-training examination for residents in an emergency medicine training program.

PubMed

Ryan, James G; Barlas, David; Pollack, Simcha

2013-12-01

Medical knowledge (MK) in residents is commonly assessed by the in-training examination (ITE) and faculty evaluations of resident performance. We assessed the reliability of clinical evaluations of residents by faculty and the relationship between faculty assessments of resident performance and ITE scores. We conducted a cross-sectional, observational study at an academic emergency department with a postgraduate year (PGY)-1 to PGY-3 emergency medicine residency program, comparing summative, quarterly, faculty evaluation data for MK and overall clinical competency (OC) with annual ITE scores, accounting for PGY level. We also assessed the reliability of faculty evaluations using a random effects, intraclass correlation analysis. We analyzed data for 59 emergency medicine residents during a 6-year period. Faculty evaluations of MK and OC were highly reliable (κ  =  0.99) and remained reliable after stratification by year of training (mean κ  =  0.68-0.84). Assessments of resident performance (MK and OC) and the ITE increased with PGY level. The MK and OC results had high correlations with PGY level, and ITE scores correlated moderately with PGY. The OC and MK results had a moderate correlation with ITE score. When residents were grouped by PGY level, there was no significant correlation between MK as assessed by the faculty and the ITE score. Resident clinical performance and ITE scores both increase with resident PGY level, but ITE scores do not predict resident clinical performance compared with peers at their PGY level.

The Relationship Between Faculty Performance Assessment and Results on the In-Training Examination for Residents in an Emergency Medicine Training Program

PubMed Central

Ryan, James G.; Barlas, David; Pollack, Simcha

2013-01-01

Background Medical knowledge (MK) in residents is commonly assessed by the in-training examination (ITE) and faculty evaluations of resident performance. Objective We assessed the reliability of clinical evaluations of residents by faculty and the relationship between faculty assessments of resident performance and ITE scores. Methods We conducted a cross-sectional, observational study at an academic emergency department with a postgraduate year (PGY)-1 to PGY-3 emergency medicine residency program, comparing summative, quarterly, faculty evaluation data for MK and overall clinical competency (OC) with annual ITE scores, accounting for PGY level. We also assessed the reliability of faculty evaluations using a random effects, intraclass correlation analysis. Results We analyzed data for 59 emergency medicine residents during a 6-year period. Faculty evaluations of MK and OC were highly reliable (κ  =  0.99) and remained reliable after stratification by year of training (mean κ  =  0.68–0.84). Assessments of resident performance (MK and OC) and the ITE increased with PGY level. The MK and OC results had high correlations with PGY level, and ITE scores correlated moderately with PGY. The OC and MK results had a moderate correlation with ITE score. When residents were grouped by PGY level, there was no significant correlation between MK as assessed by the faculty and the ITE score. Conclusions Resident clinical performance and ITE scores both increase with resident PGY level, but ITE scores do not predict resident clinical performance compared with peers at their PGY level. PMID:24455005

Comparison between student rating, faculty self-rating and evaluation of faculty members by heads of respective academic departments in the school of medicine in Birjand University of Medical Sciences in Iran.

PubMed

Taheri, Mohammad Mehdi Hassanzadeh; Ryasi, Hamid Reza; Afshar, Mohammad; Mofatteh, Mohammad Reza

2014-01-01

University teachers are one of the main pillars of university and the quality of their performance must continuously and systematically be evaluated. This evaluation can be carried out in various ways. The aim of the present study was to survey and to compare the evaluation of faculty members in the medical school in Birjand University of Medical Sciences by three different sources: Student rating, self-assessment, and evaluation by head of related department. This descriptive analytical cross-sectional study was conducted in the academic year 2009-2010. Sampling was drawn from all students studying basic science and clinical training in the first and the second semesters. All heads of departments in basic science and clinical training and their faculty members took part in this study. Means of data collection were four different questionnaires designed in the education development center (EDC) and their validity and reliability had been verified by the center. These questionnaires were based on student rating, self-assessment, and evaluation of faculty members by heads of clinical and basic sciences academic departments. After the questionnaires were filled out, the obtained data was analyzed by Statistical Package for the Social Sciences (SPSS) software (version 13), independent t-test, and Pearson's correlation coefficient at the significant level of α = 0.05. In the present study, 2417 students completed the questionnaires regarding 63 faculty members, 87 faculty members completed the self-assessment form, and for 60 faculty members, 48 members in clinical and 12 members in basic science, the questionnaires were completed by heads of respective departments. Mean and standard deviation of student evaluation, self-assessment, and teachers evaluation by heads of departments were 3.23 ± 0.38, 3.51 ± 0.33, and 3.60 ± 0.32, respectively, and the difference between student rating and self-assessment was significant (P = 0.02). In comparing between managers scores with students evaluation, no significant difference was observed (P = 0.68). Comparison between self-assessment and teachers scores by managers showed a significant difference (P = 0.04). Mean scores of faculty members in clinical training and in basic science were 3.23 ± 0.73 and 3.31 ± 0.69 on the part of students, respectively; thus, the difference was significant (P = 0.004). Since, the present study was inconsistent with similar previously carried out investigations, the observed difference among the three procedures was statically significant; hence, it can be suggested that student's scores of teachers evaluation, previously used as the only one of evaluation source is not enough and other sources such as assessment by the respective department heads, dean of faculty, and self-assessment must also be taken into consideration. This collection can definitely yield a more favorable evaluation of faculty members and feedback can be more acceptable to them and it will be more effective in improving their education.

Departmental Dialogues: Facilitating Positive Academic Climates to Improve Equity in STEM Disciplines

ERIC Educational Resources Information Center

Holmes, Maja Husar; Jackson, J. Kasi; Stoiko, Rachel

2016-01-01

This exploratory qualitative study examined faculty responses to a collegiality-building process called Dialogues. The process used a series of discussions and activities to guide faculty members toward a common, mutually beneficially goal, while changing patterns of interaction. The responses revealed how faculty members experienced…

Do Asian American Faculty Face a Glass Ceiling in Higher Education?

ERIC Educational Resources Information Center

Lee, Sharon M.

2002-01-01

Evaluated the glass ceiling hypothesis in relation to Asian American faculty using data from the 1993 National Study of Post-Secondary Faculty for 1,019 Asian American faculty members. Data limitations prevent concluding that such faculty do or do not face a glass ceiling; however, baseline findings for future research are established. (SLD)

A Utilization-Focused Evaluation of a Community College Adjunct Faculty Professional Development Program

ERIC Educational Resources Information Center

Edenfield, Gordon

2010-01-01

Nationally adjunct faculty comprise almost 70% of all two-year institution faculty while in the Virginia Community College System (VCCS) adjunct faculty teach 60% of the community college courses, and should past trends continue, the number of adjunct faculty members is expected to grow 10% within the next fifteen years (Caliber, 2007; Phillipe…

Science and Mathematics Faculty Responses to a Policy-Based Initiative: Change Processes, Self-Efficacy Beliefs, and Department Culture

ERIC Educational Resources Information Center

Ellett, Chad D.; Demir, Kadir; Monsaas, Judith

2015-01-01

The purpose of this study was to examine change processes, self-efficacy beliefs, and department culture and the roles these elements play in faculty engagement in working in K-12 schools. The development of three new web-based measures of faculty perceptions of change processes, self-efficacy beliefs, and department culture are described. The…

A framework for the design, implementation, and evaluation of interprofessional education.

PubMed

Pardue, Karen T

2015-01-01

The growing emphasis on teamwork and care coordination within health care delivery is sparking interest in interprofessional education (IPE) among nursing and health profession faculty. Faculty often lack firsthand IPE experience, which hinders pedagogical reform. This article proposes a theoretically grounded framework for the design, implementation, and evaluation of IPE. Supporting literature and practical advice are interwoven. The proposed framework guides faculty in the successful creation and evaluation of collaborative learning experiences.

Comprehensive Assessment of Struggling Learners Referred to a Graduate Medical Education Remediation Program.

PubMed

Warburton, Karen M; Goren, Eric; Dine, C Jessica

2017-12-01

Implementation of the Next Accreditation System has provided a standardized framework for identifying learners not meeting milestones, but there is as yet no corresponding framework for remediation. We developed a comprehensive assessment process that allows correct diagnosis of a struggling learner's deficit(s) to promote successful remediation. At the University of Pennsylvania, resident learners within the Department of Medicine who are not meeting milestones are referred to the Early Intervention Remediation Committee (EIRC). The EIRC, composed of 14 faculty members with expertise in remediation, uses a standardized process to assess learners' deficits. These faculty members categorize primary deficits as follows: medical knowledge, clinical reasoning, organization and efficiency, professionalism, and communication skills. The standardized process of assessment includes an analysis of the learner's file, direct communication with evaluators, an interview focused on learner perception of the problem, screening for underlying medical or psychosocial issues, and a review of systems for deficits in the 6 core competencies. Participants were surveyed after participating in this process. Over a 2-year period, the EIRC assessed and developed remediation plans for 4% of learners (14 of a total 342). Following remediation and reassessment, the identified problems were satisfactorily resolved in all cases with no disciplinary action. While the process was time intensive, an average of 45 hours per learner, the majority of faculty and residents rated it as positive and beneficial. This structured assessment process identifies targeted areas for remediation and adds to the tools available to Clinical Competency Committees.

Implementation and Refinement of a Problem-based Learning Model: A Ten-Year Experience

PubMed Central

Crabtree, Brian L.; Theilman, Gary D.; Ross, Brendan S.; Cleary, John D.; Byrd, H. Joseph

2007-01-01

Objectives To evaluate the effectiveness of a problem-based learning (PBL) model implemented in 1995 at the University of Mississippi School of Pharmacy. Design The third-professional (P3) year curriculum was reoriented from a faculty-centered model of teaching to a student-centered model of learning. Didactic lectures and structured classroom time were diminished. Small student groups were organized and a faculty facilitator monitored each group's discussions and provided individual student assessments. At the end of each 8-week block, students were assessed on group participation, disease and drug content knowledge, and problem-solving abilities. Faculty and student input was solicited at the end of each year to aid programmatic improvement. In 2000, a formal 5-year review of the PBL program was conducted. Assessment Recommendations for improvement included clarifying course objectives, adopting a peer-review process for examination materials, refining the group assessment instruments, and providing an opportunity for student remediation after a course was failed. A weekly case conference presided over by a faculty content expert was also recommended. Ongoing critical evaluation during the following 5-year period was provided by graduates of the program, faculty participants, and accreditation reviews. Conclusion Over our 10-year experience with a PBL model of P3 education, we found that although the initial challenges of increased demands on personnel and teaching space were easily overcome, student acceptance of the program depended on their acknowledgment of the practical benefits of active learning and on the value afforded their input on curricular development. PMID:17429517

Removing Tenured Faculty for Cause.

ERIC Educational Resources Information Center

Hendrickson, Robert M.

1988-01-01

Reviews 41 cases involving removal of tenured faculty for cause decided since 1982 to clarify the specific requirements institutions must meet to guarantee due process to tenured faculty and to avoid the infringement of constitutional rights of faculty at public institutions. (MLF)

"Mainstreaming" the Part-Time Faculty: Issue or Imperative?

ERIC Educational Resources Information Center

Albert, Louis S.; Watson, Rollin J.

Controversy over the widespread use of part-time faculty, as well as related legal and administrative problems, calls for a mainstreaming of part-time faculty into the academic process of an institution. Faculty unions claim increased utilization of part-time instructors undermines full-time faculty benefits and exploits part-time teachers.…

Faculty Perceptions of the National Undergraduate Teaching and Learning Evaluation at Regular Higher Education Institutions from 2003 to 2008 in China

ERIC Educational Resources Information Center

An, Jumei

2012-01-01

This study explored how faculty members at regular higher education institutions in China perceived the National Undergraduate Teaching and Learning Evaluation (NUTLE). Specifically, this study examined how the NUTLE influenced faculty teaching and research and how the NUTLE influenced student learning outcomes. Primarily descriptive and…

Howard Community College Staff Services Evaluation, Spring 1985. Research Report Number 41.

ERIC Educational Resources Information Center

Radcliffe, Susan K.; Novak, Virginia E.

In spring 1985, Howard Community College conducted a study to evaluate its performance of services for fiscal year 1985. All members of the faculty and management of the college were asked to complete a 153-item questionnaire arranged in 28 service areas. Questionnaires were completed by 25 faculty members (51% of total faculty), 30 management…

Strategies for enhancing medical student resilience: student and faculty member perspectives.

PubMed

Farquhar, Julia; Kamei, Robert; Vidyarthi, Arpana

2018-01-12

To improve programs aimed to enhance medical student resiliency, we examined both medical student and faculty advisor perspectives on resiliency-building in an Asian medical school. In two separate focus groups, a convenience sample of 8 MD-PhD students and 8 faculty advisors were asked to identify strategies for enhancing resilience. Using thematic analysis, two researchers independently examined discussion transcripts and field notes and determined themes through a consensus process. They then compared the themes to discern similarities and differences between these groups. Themes from the student suggestions for increasing resilience included "Perspective changes with time and experience", "Defining effective advisors," and "Individual paths to resiliency". Faculty-identified themes were "Structured activities to change student perspectives," "Structured teaching of coping strategies", and "Institution-wide social support". Students described themselves as individuals building their own resilience path and preferred advisors who were not also evaluators. Faculty, however, suggested systematic, structural ways to increase resilience. Students and advisors identified some common, and many distinct strategies for enhancing medical student resilience. Student/advisor discrepancies may exemplify a cultural shift in Singapore's medical education climate, where students value increased individualism and autonomy in their education. As medical schools create interventions to enhance resilience and combat potential student burnout, they should consider individually-tailored as well as system-wide programs to best meet the needs of their students and faculty.

An international, multidisciplinary, service-learning program: an option in the dental school curriculum.

PubMed

Martinez-Mier, Esperanza A; Soto-Rojas, Armando E; Stelzner, Sarah M; Lorant, Diane E; Riner, Mary E; Yoder, Karen M

2011-04-01

Many health professions students who treat Spanish-speaking patients in the United States have little concept of their culture and health related traditions. The lack of understanding of these concepts may constitute major barriers to healthcare for these patients. International service-learning experiences allow students to work directly in communities from which patients immigrate and, as a result, students gain a better understanding of these barriers. This article describes the implementation of an international, multidisciplinary, service-learning program in a dental school in the United States. The Indiana University International Service-Learning program in Hidalgo, Mexico began in 1999 as an alternative spring break travel and clinical experience for medical students, focusing on the treatment of acute health problems. Travel-related preparatory sessions were offered, and no learning or service objectives had been developed. The program has evolved to include a multidisciplinary team of dental, medical, nursing, public health and social work students and faculty. The experience is now integrated into a curriculum based on the service-learning model that allows students to use their clinical skills in real-life situations and provides structured time for reflection. The program aims to enhance teaching and foster civic responsibility in explicit partnership with the community. Preparatory sessions have evolved into a multidisciplinary graduate level course with defined learning and service objectives. PROGRAM EVALUATION METHODS: In order to assess the program's operation as perceived by students and faculty and to evaluate student's perceptions of learning outcomes, evaluation tools were developed. These tools included student and faculty evaluation questionnaires, experiential learning journals, and a strengths, weaknesses, opportunities and threats analysis. Evaluation data show that after program participation, students perceived an increase in their cultural awareness, cross-cultural communication skills and understanding of barriers and disparities faced by Latinos in the United States. Faculty evaluations offer insights into the lessons learned through the implementation process. The development of a service-learning based curriculum has posed challenges but has enriched international service experiences.

An Innovative Approach to Faculty Coaching

ERIC Educational Resources Information Center

Dana, Heather; Havens, Brandy; Hochanadel, Cathy; Phillips, JoDee

2010-01-01

As online education has grown rapidly, colleges and universities have developed various approaches to effectively evaluating and coaching faculty. Faculty performance is central to student success and faculty need feedback that is consistent, constructive and illustrative. Through the use of screen recording technology, academic department chairs…

Faculty Development and Achievement: A Faculty's View.

ERIC Educational Resources Information Center

Braskamp, Larry A.; And Others

The way that 48 faculty at a major research university view their professional aspirations, achievement, and career conflicts between their professional activities and personal relationships was evaluated. In addition, a conceptual framework of faculty development using three professorial ranks as three qualitatively different stages of…

Communicating with Faculty Using a Diagnostic Performance Appraisal Process.

ERIC Educational Resources Information Center

Gibson, Ken

In spite of the many teacher evaluation models available and the extensive research on performance appraisal, few community colleges have effectively come to terms with this difficult task. Many administrators prefer to avoid the interpersonal conflict and the possible legal ramifications of performance appraisal. However, in times of limited…

Nursing Faculty's Evaluations of Technology Integration into the Instructional Setting

ERIC Educational Resources Information Center

Yu, Weichieh Wayne; Wang, Jenny; Lin, Chunfu Charlie

2013-01-01

A descriptive and correctional research was conducted to assess teachers' perceived expertise in using word processing, spreadsheet, and presentation software applications to facilitate instruction in various nursing subjects. The participants were 313 full- and part-time teachers who taught primarily undergraduate classes and possessed necessary…

Assessing Higher Level Learning: Developing Rubrics for Case Analysis

ERIC Educational Resources Information Center

Rochford, Linda; Borchert, Patricia S.

2011-01-01

Case study analyses allow students to demonstrate proficiency in executing authentic tasks in marketing and management, facilitating faculty evaluation of higher order learning outcomes. Effective and consistent assessment of case analyses depends in large part on the development of sound rubrics. The authors explored the process of rubric…

Learning through Accreditation: Faculty Reflections on the Experience of Program Evaluation

ERIC Educational Resources Information Center

Garrison, Sarah; Herring, Angel; Hinton, W. Jeff

2013-01-01

This qualitative study was conducted to explore the personal and professional experiences of family and consumer sciences educators (n = 3) who recently participated in the AAFCS accreditation process utilizing the 2010 Accreditation standards. Analysis of the transcribed semi-structured interview data yielded four overarching categories: (a)…

Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students.

PubMed

Baral, N; Nepal, A K; Paudel, B H; Lamsal, M

2015-01-01

Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education. The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods. Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student's feedback, evaluation by peers and the self-evaluation by the teacher trainees. Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop. In present study, the faculty members showed accrued interest to participate in teacher's training workshops. The peer evaluation of teacher's performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.

Anesthesiology resident personality type correlates with faculty assessment of resident performance.

PubMed

Schell, Randall M; Dilorenzo, Amy N; Li, Hsin-Fang; Fragneto, Regina Y; Bowe, Edwin A; Hessel, Eugene A

2012-11-01

To study the association between anesthesiology residents' personality preference types, faculty evaluations of residents' performance, and knowledge. Convenience sample and prospective study. Academic department of anesthesiology. Consenting anesthesiology residents (n = 36). All participants completed the Myers Briggs Type Indicator® (MBTI®). All residents' 6-month summation of daily focal evaluations completed by faculty [daily performance score (DPS); 1 = unsatisfactory, 2 = needs improvement, 3 = meets expectations, 4 = exceeds expectations], as well as a global assessment of performance (GAP) score based on placement of each resident into perceived quartile compared with their peers (ie,1 = first, or top, quartile) by senior faculty (n = 7) who also completed the MBTI, were obtained. The resident MBTI personality preferences were compared with the DPS and GAP scores, the United States Medical Licensing Examination (USMLE) I and II scores, and faculty MBTI personality type. There was no association between personality preference type and performance on standardized examinations (USMLE I, II). The mean GAP score was better (higher quartile score) for Extraverts than Introverts (median 2.0 vs 2.6, P = 0.0047) and for Sensing versus Intuition (median 2.0 vs 2.6, P = 0.0206) preference. Faculty evaluator MBTI preference type did not influence the GAP scores they assigned residents. Like GAP, the DPS was better for residents with Sensing versus Intuition preference (median 3.5 vs 3.3, P = 0.0111). No difference in DPS was noted between Extraverts and Introverts. Personality preference type was not associated with resident performance on standardized examinations, but it was associated with faculty evaluations of resident performance. Residents with Sensing personality preference were evaluated more favorably on global and focal faculty evaluations than those residents who chose the Intuition preference. Extraverted residents were evaluated more favorably on global but not focal assessment of performance. Copyright © 2012 Elsevier Inc. All rights reserved.

A Comparative Study of the Quality of Teaching Learning Process at Post Graduate Level in the Faculty of Science and Social Science

ERIC Educational Resources Information Center

Shahzadi, Uzma; Shaheen, Gulnaz; Shah, Ashfaque Ahmed

2012-01-01

The study was intended to compare the quality of teaching learning process in the faculty of social science and science at University of Sargodha. This study was descriptive and quantitative in nature. The objectives of the study were to compare the quality of teaching learning process in the faculty of social science and science at University of…

Faculty Member Engagement in Canadian University Internationalization: A Consideration of Understanding, Motivations and Rationales

ERIC Educational Resources Information Center

Friesen, Rhonda

2013-01-01

Faculty members are key agents in the institutional internationalization process within Canadian higher education. In the growing volumes of literature on internationalization, however, few authors consider how faculty members perceive their role in this process. In this study I take a phenomenological research approach to explore the…

Community College Institutional Effectiveness: Perspectives of Campus Stakeholders

ERIC Educational Resources Information Center

Skolits, Gary J.; Graybeal, Susan

2007-01-01

This study addresses a campus institutional effectiveness (IE) process and its influence on faculty and staff. Although a comprehensive, rational IE process appeals to campus leaders, this study found that it creates significant faculty and staff challenges. Campus leaders, faculty, and staff differ in their (a) knowledge and support of IE; (b)…

The First Neurosurgery Boot Camp in Southeast Asia: Evaluating Impact on Knowledge and Regional Collaboration in Yangon, Myanmar.

PubMed

Rock, Jack; Glick, Roberta; Germano, Isabelle M; Dempsey, Robert; Zervos, John; Prentiss, Tyler; Davis, Matthew; Wright, Ernest; Hlaing, Kyi; Thu, Myat; Soe, Zaw Wai; Myaing, Win

2018-05-01

For the first time in Southeast Asia, a Fundamentals of Neurosurgery Boot Camp was held at the University of Medicine 1 in Yangon, Myanmar, February 24-26, 2017. The aim of this course was to teach and train fundamental skills to neurosurgery residents. The Myanmar Neurosurgical Society, Foundation for International Education in Neurosurgery, Society for Neurological Surgeons, The University of Medicine 1 in Yangon, Myanmar, and the Henry Ford Department of Neurosurgery developed a 2-day resident training course. Day 1 activities consisted of lectures by faculty, small group case discussions, and industry-supported demonstrations of surgical techniques. Day 2 activities consisted of hands-on skill stations for common neurosurgical procedures with each station supervised by attending faculty. Written evaluations were distributed before the meeting, immediately after the meeting, and 6 months after the meeting. Boot camp attendees included 40 residents and 24 neurosurgical faculty from Myanmar, Cambodia, Nepal, Singapore, South Korea, Thailand, and Vietnam. There were 35 evaluations completed before the boot camp, 34 completed immediately after boot camp, and 20 completed 6 months after boot camp. Knowledge of participants improved from 62.75% before boot camp to 71.50% 6 months after boot camp (P = 0.046). Boot camps provide fundamental didactic and technical exposure to trainees in developed and developing countries and help standardize training in basic neurosurgical competencies, while exposing local faculty to important teaching methods. This model provides a sustainable solution to educational needs and demonstrates to local neurosurgeons how they can take ownership of the educational process. Copyright © 2018 Elsevier Inc. All rights reserved.

Students' Perceptions and Faculty Measured Competencies in Higher Education

ERIC Educational Resources Information Center

Malechwanzi, J. Muthiani; Lei, Hongde; Wang, Lu

2016-01-01

This study aims to investigate whether there is significant relationship between students' perceived faculty competencies and faculty evaluated competencies. The study identified four main dimensions for measuring faculty competencies namely: teaching, research, additional services and advising. This study adopted a mixed method design. The study…

Learning Bridge Tool to Improve Student Learning, Preceptor Training, and Faculty Teamwork

PubMed Central

Cawley, Pauline; Arendt, Cassandra S.

2011-01-01

Objectives To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Design Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Assessment Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,1 the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. Conclusions The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members. PMID:21655400

Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

PubMed

Karimi, Reza; Cawley, Pauline; Arendt, Cassandra S

2011-04-11

To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,(1) the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members.

The Faculty Self-Reported Assessment Survey (FRAS): Differentiating Faculty Knowledge and Experience in Assessment

PubMed Central

Hanauer, David I.; Bauerle, Cynthia

2015-01-01

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage with assessment knowledge and practice. The Faculty Self-Reported Assessment Survey (FRAS) is a new instrument for evaluating science faculty assessment knowledge and experience. Instrument validation was composed of two distinct studies: an empirical evaluation of the psychometric properties of the FRAS and a comparative known-groups validation to explore the ability of the FRAS to differentiate levels of faculty assessment experience. The FRAS was found to be highly reliable (α = 0.96). The dimensionality of the instrument enabled distinction of assessment knowledge into categories of program design, instrumentation, and validation. In the known-groups validation, the FRAS distinguished between faculty groups with differing levels of assessment experience. Faculty members with formal assessment experience self-reported higher levels of familiarity with assessment terms, higher frequencies of assessment activity, increased confidence in conducting assessment, and more positive attitudes toward assessment than faculty members who were novices in assessment. These results suggest that the FRAS can reliably and validly differentiate levels of expertise in faculty knowledge of assessment. PMID:25976653

Developing a Mission Statement for a Faculty Senate

ERIC Educational Resources Information Center

D'Souza, Derrick E.; Clower, Terry L.; Nimon, Kim F.; Oldmixon, Elizabeth A.; van Tassell, Frances S.

2011-01-01

The faculty senate is the agent of the faculty, and its mission statement stakes the faculty's claim in the institutional decision-making process. It is in this context that the chair of the faculty senate at a large southwestern state university tasked an ad hoc committee (comprised of the authors) with writing its inaugural mission statement.…

Developing a Culture of Assessment through a Faculty Learning Community: A Case Study

ERIC Educational Resources Information Center

Schlitz, Stephanie A.; O'Connor, Margaret; Pang, Yanhui; Stryker, Deborah; Markell, Stephen; Krupp, Ethan; Byers, Celina; Jones, Sheila Dove; Redfern, Alicia King

2009-01-01

This article describes how a diverse, interdisciplinary team of faculty formed a topic-based faculty learning community. Following an introduction to faculty learning communities and a brief discussion of their benefit to faculty engaged in the process of adopting new technology, we explain how our team, through a competitive mini-grant…

Implementation Evaluation Study: Flipped Classroom Professional Development with Faculty Members to Enhance Students' Engagement in Higher Education

ERIC Educational Resources Information Center

Alebrahim, Fatimah Hussain

2016-01-01

The purpose of this qualitative study was to explore student engagement in higher education by evaluating training provided by experienced faculty members for those faculty desiring to implement a flipped classroom. A case study was utilized; data were collected in the form of online observation, in-class observation, student focus group…

Lifelong Learning Programs of Education Faculty in Sinop: Evaluation of Participants' Problems and Worries

ERIC Educational Resources Information Center

Usakli, Hakan

2009-01-01

In this paper Lifelong Learning Program of Education Faculty in Sinop was evaluated in terms of interrelations between LLP and cultural shock. The barriers of LLP in Education Faculty in Sinop can be examined in two main parts: difficulties of finding suitable partner and students' difficulty in deciding whether to apply or not. These two main…

A Study on User Interface Design of Knowledge Management Groupware in Selected Leading Organizations of Pakistan

DTIC Science & Technology

2004-06-01

Information Systems, Faculty of ICT, International Islamic University, Malaysia . Abstract. Several techniques for evaluating a groupware...inspection based techniques couldn’t be carried out in other parts of Pakistan where the IT industry has mushroomed in the past few years. Nevertheless...there are no set standards for using any particular technique. Evaluating a groupware interface is an evolving process and requires more investigation

Evaluation of selected faculties at Tehran University of Medical Sciences using CIPP model in students and graduates point of view.

PubMed

Neyazi, Narges; Arab, Prof Mohammad; Farzianpour, Freshteh; Mahmoudi Majdabadi, Mahmood

2016-12-01

Evaluation of higher education is an increasing demand for information on academic quality, which contributes to accountability among authorities and affects universities ranking. In educational institutions, the purpose of education is producing knowledgeable students and improving quality of the university system. Among many evaluation models, the CIPP model or Context, Input, Process, Product model is very beneficial and recommendable method to educational evaluation. This is a descriptive study conducted in four selected faculties of Tehran University of Medical Sciences (TUMS) (Public health, Nursing and Midwifery, Rehabilitation and Allied Medical Sciences), undergraduate educational departments in 2014. This research found out quality level of undergraduates courses in viewpoint of students and graduates and determined their weak points. Data were collected through researcher- made questionnaires. Collected data were then analyzed using descriptive and inferential statistics. Results showed undesirable situation of context, process and product area and undesirable situation for input except for "interest and understanding of students towards field and labor market" factor, which had relatively desirable situation. At the end, researchers recommend some steps to improve goals and mission of programs, allocated budget, curriculum and providing a system for communication with graduates. Copyright © 2016. Published by Elsevier Ltd.

Colleges and Money. A Faculty Guide to Academic Economics.

ERIC Educational Resources Information Center

Change Magazine, New Rochelle, NY.

The basics of academic economics are examined in this faculty guide. The modern management movement has reached American higher education and has created new expectations concerning the faculty's role. An earlier preoccupation with management methods has been replaced by concentration on evaluation. Faculty should share in the preparation of their…

Faculty Development for Continuing Interprofessional Education and Collaborative Practice

ERIC Educational Resources Information Center

Silver, Ivan L.; Leslie, Karen

2009-01-01

This article proposes a framework for faculty development in continuing interprofessional education (CIPE) and collaborative practice. The framework is built on best practices in faculty development and CIPE. It was informed by local experience in the development, delivery, and evaluation of a faculty development program to promote capacity for…

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program.

PubMed

Poirier, Therese I; Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

2017-04-01

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students' perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students' metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure.

Development, implementation, and dissemination of the I-PASS handoff curriculum: A multisite educational intervention to improve patient handoffs.

PubMed

Starmer, Amy J; O'Toole, Jennifer K; Rosenbluth, Glenn; Calaman, Sharon; Balmer, Dorene; West, Daniel C; Bale, James F; Yu, Clifton E; Noble, Elizabeth L; Tse, Lisa L; Srivastava, Rajendu; Landrigan, Christopher P; Sectish, Theodore C; Spector, Nancy D

2014-06-01

Patient handoffs are a key source of communication failures and adverse events in hospitals. Despite Accreditation Council for Graduate Medical Education requirements for residency training programs to provide formal handoff skills training and to monitor handoffs, well-established curricula and validated skills assessment tools are lacking. Developing a handoff curriculum is challenging because of the need for standardized processes and faculty development, cultural resistance to change, and diverse institution- and unit-level factors. In this article, the authors apply a logic model to describe the process they used from June 2010 to February 2014 to develop, implement, and disseminate an innovative, comprehensive handoff curriculum in pediatric residency training programs as a fundamental component of the multicenter Initiative for Innovation in Pediatric Education-Pediatric Research in Inpatient Settings Accelerating Safe Sign-outs (I-PASS) Study. They describe resources, activities, and outputs, and report preliminary learner outcomes using data from resident and faculty evaluations of the I-PASS Handoff Curriculum: 96% of residents and 97% of faculty agreed or strongly agreed that the curriculum promoted acquisition of relevant skills for patient care activities. They also share lessons learned that could be of value to others seeking to adopt a structured handoff curriculum or to develop large-scale curricular innovations that involve redesigning firmly established processes. These lessons include the importance of approaching curricular implementation as a transformational change effort, assembling a diverse team of junior and senior faculty to provide opportunities for mentoring and professional development, and linking the educational intervention with the direct measurement of patient outcomes.

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program

PubMed Central

Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

2017-01-01

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students’ perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students’ metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure. PMID:28496274

Evaluating faculty clinical excellence in the academic health sciences center.

PubMed

Carey, R M; Wheby, M S; Reynolds, R E

1993-11-01

Although excellence in the clinical care of patients is the cornerstone of medicine, academic health sciences centers have increasingly given more weight to research and correspondingly less emphasis to patient care. To better recognize and reward clinical excellence, it is first necessary to effectively evaluate physicians' performances in patient care. In addition to addressing the value of faculty clinical excellence in the academic setting, the authors discuss different approaches to clinical assessment, theoretical and practical problems in assessing the performances of clinical faculty, and a system of evaluation being initiated at the University of Virginia School of Medicine. This system of evaluation combines--in annual individual reviews--a limited amount of objective assessment data with subjective evaluations from several sources. The objective data include board certification and recertification, analysis of outcomes data, and documentation of scholarly activity. The subjective evaluations include letters of recognition and appreciation from faculty colleagues and written observations from department chairs, housestaff, students, and nurses. The system has been accepted by department chairs, members of the Promotion and Tenure Committee, and the general faculty. In implementing this new system, periodic review of the pace and direction of change will be crucial to track progress and provide feedback for further modification.

Factors associated with staff development processes and the creation of innovative science courses in higher education

NASA Astrophysics Data System (ADS)

Hodges, Jeanelle Bland

1999-11-01

The purpose of the study was to determine factors associated with staff development processes and the creation of innovative science courses by higher education faculty who have participated in a model staff development project. The staff development program was designed for college faculty interested in creating interdisciplinary, constructivist-based science, mathematics, or engineering courses designed for non-majors. The program includes workshops on incorporating constructivist pedagogy, alternative assessment, and technology into interdisciplinary courses. Staff development interventions used in the program include grant opportunities, distribution of resource materials, and peer mentoring. University teams attending the workshops are comprised of faculty from the sciences, mathematics, or engineering, as well as education, and administration. A purposeful and convenient sample of three university teams were subjects for this qualitative study. Each team had attended a NASA Opportunities for Visionary Academics (NOVA) workshop, received funding for course development, and offered innovative courses. Five questions were addressed in this study: (a) What methods were used by faculty teams in planning the courses? (b) What changes occurred in existing science courses? (c) What factors affected the team collaboration process? (d) What personal characteristics of faculty members were important in successful course development? and (e) What barriers existed for faculty in the course development process? Data was collected at each site through individual faculty interviews (N = 11), student focus group interviews (N = 15), and classroom observations. Secondary data included original funding proposals. The NOVA staff development model incorporated effective K--12 interventions with higher education interventions. Analysis of data revealed that there were four factors of staff development processes that were most beneficial. First, the team collaborative processes were crucial in successful course development. Second, the use of instructional grants to fund course development gave credibility to the faculty involved in course development. Third, the faculty members taking the lead in creating teams actively sought out faculty members in the sciences who had previous experience teaching at the K--12 level or in informal education. In addition, college environments were found to have an impact on the success of the innovative course development projects.

Teacher Evaluation

ERIC Educational Resources Information Center

Sayavedra, Melinda

2014-01-01

Accredited universities normally include a standard that addresses faculty evaluation. It may contain references to performance criteria and procedures and usually emphasizes the need for faculty evaluations to be systematic, regular, fair, objective and relevant to achieving the goals of the institution. Accredited language programs usually have…

Colorectal surgeons teaching general surgery residents: current challenges and opportunities.

PubMed

Schmitz, Connie C; Chow, Christopher J; Rothenberger, David A

2012-09-01

Effective teaching for general surgery residents requires that faculty members with colorectal expertise actively engage in the education process and fully understand the current context for residency training. In this article, we review important national developments with respect to graduate medical education that impact resident supervision, curriculum implementation, resident assessment, and program evaluation. We argue that establishing a culture of respect and professionalism in today's teaching environment is one of the most important legacies that surgical educators can leave for the coming generation. Faculty role modeling and the process of socializing residents is highlighted. We review the American College of Surgeons' Code of Professional Conduct, summarize some of the current strategies for teaching and assessing professionalism, and reflect on principles of motivation that apply to resident training both for the trainee and the trainer.

Colorectal Surgeons Teaching General Surgery Residents: Current Challenges and Opportunities

PubMed Central

Schmitz, Connie C.; Chow, Christopher J.; Rothenberger, David A.

2012-01-01

Effective teaching for general surgery residents requires that faculty members with colorectal expertise actively engage in the education process and fully understand the current context for residency training. In this article, we review important national developments with respect to graduate medical education that impact resident supervision, curriculum implementation, resident assessment, and program evaluation. We argue that establishing a culture of respect and professionalism in today's teaching environment is one of the most important legacies that surgical educators can leave for the coming generation. Faculty role modeling and the process of socializing residents is highlighted. We review the American College of Surgeons' Code of Professional Conduct, summarize some of the current strategies for teaching and assessing professionalism, and reflect on principles of motivation that apply to resident training both for the trainee and the trainer. PMID:23997668

American Historical Association Faculty Development Program: Planning and Implementation.

ERIC Educational Resources Information Center

Hoffmann, Charles

The planning and implementation processes of the Long Island Faculty Development Program are described. Originally sponsored by the American Historical Association's Faculty Development Program to improve history instruction, this project includes faculty representatives from four Long Island universities, colleges, and junior colleges. The…

Faculty development to support interprofessional education in healthcare professions: A realist synthesis.

PubMed

Watkins, Katherine Dolan

2016-11-01

Interprofessional collaboration is expected of healthcare providers to effect positive patient care experiences, reduce healthcare costs, and improve population health. While interprofessional education (IPE) is essential to graduate collaboration-ready healthcare professionals, faculty have limited experience and expertise in facilitating IPE, slowing adoption of this strategy. Faculty who are expected to develop, implement, and facilitate IPE activities in health professions need support and training to be successful. Faculty development programmes specific to IPE are examined through a comprehensive realist synthesis. The review began by identification of the mechanisms underpinning the intervention and then continued through a search for evidence relevant to the identified mechanisms. From 1,749 citations reviewed, 15 articles and book chapters were synthesised. The findings demonstrate that through the mechanisms-roles and role modelling, valuing diversity, reflection, group process, and knowledge, skills, and attitudes for IPE-positive outcomes can be achieved. Outcomes of increasing capacity and sustainability of IPE programmes, forming networks of individuals concerned with IPE, and evaluating and assessing of outcomes of IPE, may all be achieved through these mechanisms. The contextual factors include attitudes and expectations, programme logistics, leadership, and commitment, which interact with the mechanisms to impact the outcomes. Multiple context-mechanism-outcome configurations were revealed and analysed which help to explain how faculty development for IPE works in varying settings.

Developing an Accreditation Process for a Computing Faculty with Focus on the IS Program

ERIC Educational Resources Information Center

Alghazzawi, Daniyal; Fardoun, Habib

2014-01-01

The 3-year migration of the computing faculty for three undergraduate programs from ad hoc teaching to three accredited programs is the focus of this paper. This journey started after numerous international accreditation organizations were surveyed, and ABET was chosen as the faculty's target. In this paper, the timelines and processes for…

Developing a Quality Improvement Process to Optimize Faculty Success

ERIC Educational Resources Information Center

Merillat, Linda; Scheibmeir, Monica

2016-01-01

As part of a major shift to embed quality improvement processes within a School of Nursing at a medium-sized Midwestern university, a faculty enrichment program using a Plan-Do-Act-Study design was implemented. A central focus for the program was the development and maintenance of an online faculty resource center identified as "My Faculty…

Faculty Members' Attitudes towards the Performance Appraisal Process in the Public Universities in Light of Some Variables

ERIC Educational Resources Information Center

Al-Ashqar, Wafaa Mohammed Ali

2017-01-01

The present study aimed to detect the level of faculty members' attitudes at public universities towards the performance appraisal process and its relationship with some variables (gender, college, scientific rank, university, teaching experience, and age). The study sample consisted of (320) faculty members of both sexes in three public…

ERIC Review Faculty Evaluation: A Response to Competing Values.

ERIC Educational Resources Information Center

Redmon, Kent D.

1999-01-01

Reviews the literature on faculty evaluation to define how different purposes and competing values have produced two approaches. A procedural approach relies upon both self-evaluation and appraisals by peers, administrators, and students. The developmental approach rests upon teaching portfolios, dossiers, and self-evaluations. Contains 23…

General chemistry courses that can affect achievement: An action research study in developing a plan to improve undergraduate chemistry courses

NASA Astrophysics Data System (ADS)

Shweikeh, Eman

Over the past 50 years, considerable research has been dedicated to chemistry education. In evaluating principal chemistry courses in higher education, educators have noted the learning process for first-year general chemistry courses may be challenging. The current study investigated perceptions of faculty, students and administrators on chemistry education at three institutions in Southern California. Via action research, the study sought to develop a plan to improve student engagement in general chemistry courses. A mixed method was utilized to analyze different perceptions on key factors determining the level of commitment and engagement in general chemistry education. The approach to chemistry learning from both a faculty and student perspective was examined including good practices, experiences and extent of active participation. The research study considered well-known measures of effective education with an emphasis on two key components: educational practices and student behavior. Institutional culture was inclusively assessed where cognitive expectations of chemistry teaching and learning were communicated. First, the extent in which faculty members are utilizing the "Seven Principles for Good Practice in Undergraduate Education" in their instruction was explored. Second, student attitudes and approaches toward chemistry learning were examined. The focus was on investigating student understanding of the learning process and the structure of chemistry knowledge. The seven categories used to measure students' expectations for learning chemistry were: effort, concepts, math link, reality link, outcome, laboratory, and visualization. This analysis represents the views of 16 faculty and 140 students. The results validated the assertion that students need some competencies and skills to tackle the challenges of the chemistry learning process to deeply engage in learning. A mismatch exists between the expectations of students and those of the faculty. Furthermore, improving attitudes and beliefs could be a potential for bringing about successful interventions to general chemistry learning. Importantly, the role of collaboration between chemistry educators is essential to forming instructional strategies. Additionally, shifting paradigms should be given utmost attention, including differences among student engagement in general chemistry, ways in which faculty can modify practices to meet student expectations, and the role of administrators in providing the necessary tools that stimulate chemistry education and research.

Collaboration in academic medicine: reflections on gender and advancement.

PubMed

Carr, Phyllis L; Pololi, Linda; Knight, Sharon; Conrad, Peter

2009-10-01

Collaboration in academic medicine is encouraged, yet no one has studied the environment in which faculty collaborate. The authors investigated how faculty experienced collaboration and the institutional atmosphere for collaboration. In 2007, as part of a qualitative study of faculty in five disparate U.S. medical schools, the authors interviewed 96 medical faculty at different career stages and in diverse specialties, with an oversampling of women, minorities, and generalists, regarding their perceptions and experiences of collaboration in academic medicine. Data analysis was inductive and driven by the grounded theory tradition. Female faculty expressed enthusiasm about the potential and process of collaboration; male faculty were more likely to focus on outcomes. Senior faculty experienced a more collaborative environment than early career faculty, who faced numerous barriers to collaboration: the hierarchy of medical academe, advancement criteria, and the lack of infrastructure supportive of collaboration. Research faculty appreciated shared ideas, knowledge, resources, and the increased productivity that could result from collaboration, but they were acutely aware that advancement requires an independent body of work, which was a major deterrent to collaboration among early career faculty. Academic medicine faculty have differing views on the impact and benefits of collaboration. Early career faculty face concerning obstacles to collaboration. Female faculty seemed more appreciative of the process of collaboration, which may be of importance for transitioning to a more collaborative academic environment. A reevaluation of effective benchmarks for promotion of faculty is warranted to address the often exclusive reliance on individualistic achievement.

Citation-based Estimation of Scholarly Activity Among Domestic Academic Radiation Oncologists: Five-Year Update.

PubMed

Choi, Mehee; Holliday, Emma B; Jagsi, Reshma; Wilson, Lynn D; Fuller, Clifton D; Thomas, Charles R

2014-03-01

To analyze up-to-date Hirsch index ( h -index) data to estimate the scholarly productivity of academic radiation oncology faculty. Bibliometric citation database searches were performed for radiation oncology faculty at domestic residency-training institutions. Outcomes analyzed included the number of manuscripts, number of citations, and h -index between 1996 and 2012. Analyses of overall h -index rankings with stratification by academic ranking, gender, and departmental faculty size were performed. One thousand thirty-seven radiation oncologists from 87 programs were included. Overall, the mean h -index was 10.8. Among the top 10% by h -index, 38% were chairpersons, all were senior faculty, and 11% were women. As expected, higher h -index was associated with higher academic ranking and senior faculty status. Recursive partitioning analysis revealed an h -index threshold of 20 ( p <0.001) as an identified breakpoint between senior vs. junior faculty. Furthermore, h -index breakpoints of 12 ( p <0.001) and 25 ( p <0.001) were identified between assistant professor vs. associate professor, and associate professor vs. professor levels, respectively. Multivariate analysis identified higher academic ranking, male gender, and larger departmental faculty size as independent variables associated with higher h -index. The current results suggest an overall rise in scholarly citation metrics among domestic academic radiation oncologists, with a current mean h- index of 10.8, vs. 8.5 in 2008. Significant relationships exist between h -index and academic rank, gender, and departmental size. The results offer up-to-date benchmarks for evaluating academic radiation oncologist to the national average and potentially has utility in the process of appointment and promotion decisions.

Use of an objective structured clinical exam (OSCE) for early identification of communication skills deficits in interns.

PubMed

Goldhamer, Mary Ellen J; Cohen, Amy; Brooks, Michelle; Macklin, Eric A; Co, John Patrick T; Weinstein, Debra

2018-01-01

There is limited information about whether OSCE during GME orientation can identify trainee communication deficits before these become evident via clinical performance evaluations. Ninety-seven interns matriculating to eight residency programs in six specialties at four hospitals participated in a nine-station communication skills OSCE. Ratings were based on the "Kalamazoo, adapted" communication skills checklist. Possible association with intern performance evaluations was assessed by repeated-measures logistic regression and ROC curves were generated. The mean OSCE score was 4.08 ± 0.27 with a range of 3.3-4.6. Baseline OSCE scores were associated with subsequent communication concerns recorded by faculty, based on 1591 evaluations. A 0.1-unit decrease in the OSCE communication score was associated with an 18% higher odds of being identified with a communication concern by faculty evaluation (odds ratio 1.18, 95% CI 1.01-1.36, p = 0.034). ROC curves did not demonstrate a "cut-off" score (AUC= 0.558). Non-faculty evaluators were 3-5 times more likely than faculty evaluators to identify communication deficits, based on 1900 evaluations. Lower OSCE performance was associated with faculty communication concerns on performance evaluations; however, a "cut-off" score was not demonstrated that could identify trainees for potential early intervention. Multi-source evaluation also identified trainees with communication skills deficits.

Surgery Clerkship Evaluations Are Insufficient for Clinical Skills Appraisal: The Value of a Medical Student Surgical Objective Structured Clinical Examination.

PubMed

Butler, Kathryn L; Hirsh, David A; Petrusa, Emil R; Yeh, D Dante; Stearns, Dana; Sloane, David E; Linder, Jeffrey A; Basu, Gaurab; Thompson, Lisa A; de Moya, Marc A

Optimal methods for medical student assessment in surgery remain elusive. Faculty- and housestaff-written evaluations constitute the chief means of student assessment in medical education. However, numerous studies show that this approach has poor specificity and a high degree of subjectivity. We hypothesized that an objective structured clinical examination (OSCE) in the surgery clerkship would provide additional data on student performance that would confirm or augment other measures of assessment. We retrospectively reviewed data from OSCEs, National Board of Medical Examiners shelf examinations, oral presentations, and written evaluations for 51 third-year Harvard Medical School students rotating in surgery at Massachusetts General Hospital from 2014 to 2015. We expressed correlations between numeric variables in Pearson coefficients, stratified differences between rater groups by one-way analysis of variance, and compared percentages with 2-sample t-tests. We examined commentary from both OSCE and clinical written evaluations through textual analysis and summarized these results in percentages. OSCE scores and clinical evaluation scores correlated poorly with each other, as well as with shelf examination scores and oral presentation grades. Textual analysis of clinical evaluation comments revealed a heavy emphasis on motivational factors and praise, whereas OSCE written comments focused on cognitive processes, patient management, and methods to improve performance. In this single-center study, an OSCE provided clinical skills data that were not captured elsewhere in the surgery clerkship. Textual analysis of faculty evaluations reflected an emphasis on interpersonal skills, rather than appraisal of clinical acumen. These findings suggest complementary roles of faculty evaluations and OSCEs in medical student assessment. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ju, Melody; Berman, Abigail T.; Hwang, Wei-Ting

Purpose: There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Methods and Materials: Two case scenarios were developed to challenge residents in the delivery of “bad news” to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiationmore » oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Results: Overall resident performance ratings were “good” to “excellent,” with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. Conclusions: The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills.« less

Assessing interpersonal and communication skills in radiation oncology residents: a pilot standardized patient program.

PubMed

Ju, Melody; Berman, Abigail T; Hwang, Wei-Ting; Lamarra, Denise; Baffic, Cordelia; Suneja, Gita; Vapiwala, Neha

2014-04-01

There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Two case scenarios were developed to challenge residents in the delivery of "bad news" to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiation oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Overall resident performance ratings were "good" to "excellent," with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills. Copyright © 2014 Elsevier Inc. All rights reserved.

A Course Redesign Project to Change Faculty Orientation toward Teaching

ERIC Educational Resources Information Center

Eliason, Susan; Holmes, Christine L.

2012-01-01

This article discusses the development, implementation, and outcomes of a Faculty Course Redesign Camp for full-time and adjunct faculty members. The purpose of the camp was to educate and coach faculty in effective strategies to promote learner-centered teaching skills. Evaluation results show that the participants changed their orientation…

Rewarding Faculty Scholarship at Two-Year Colleges: Incentive for Change or Perceived Threat?

ERIC Educational Resources Information Center

Padovan, Patricia; Whittington, Dale

1998-01-01

Explores the definition and relevance of faculty scholarship in the community college. Examines positive and negative attitudes toward various scholarship criteria in the faculty-reward (promotion, tenure, salary increase, and release time) systems, and discusses concerns about scholarship as an additional facet of faculty evaluation. (25…

Faculty Practice: Facilitation of Clinical Integrations into the Academic Triad Model.

ERIC Educational Resources Information Center

Newland, Jamesetta A.; Truglio-Londrigan, Marie

2003-01-01

Uses the Pace University School of Nursing as an example of the evolution of models of nursing faculty practice. Discusses outcomes of evaluation of faculty practice through surveys and interviews: formation of a support group for faculty involved in practice and recommendations for university-wide culture change regarding the academic triad.…

Number and impact of published scholarly works by pharmacy practice faculty members at accredited US colleges and schools of pharmacy (2001-2003).

PubMed

Coleman, Craig I; Schlesselman, Lauren S; Lao, Eang; White, C Michael

2007-06-15

To evaluate the quantity and quality of published literature conducted by pharmacy practice faculty members in US colleges and schools of pharmacy for the years 2001-2003. The Web of Science bibliographic database was used to identify publication citations for the years 2001-2003, which were then evaluated in a number of different ways. Faculty members were identified using American Association of Colleges of Pharmacy rosters for the 2000-2001, 2001-2002, and 2002-2003 academic years. Two thousand three hundred seventy-four pharmacy practice faculty members generated 1,896 publications in Web of Science searchable journals. A small number of faculty members (2.1%) were responsible for a large proportion of publications (30.6%), and only 4.9% of faculty members published 2 or more publications in these journals per year. The average impact factor for the top 200 publications was 7.6. Pharmacy practice faculty members contributed substantially to the biomedical literature and their work has had an important impact. A substantial portion of this work has come from a small subset of faculty members.

A Study of the Academic Advisement System in a Community College. AIR Forum 1979 Paper.

ERIC Educational Resources Information Center

Capoor, Madan

The academic advisement system in a large, comprehensive community college is evaluated. Student and faculty questionnaires were designed to measure perceptions of the processes and outcomes of the advisement system. Findings from 841 student questionnaires are reported and discussed. The survey investigated background variables, process…

Tenure Tensions: Out in the Enchanted Forest

ERIC Educational Resources Information Center

Tyler, Jo A.

2010-01-01

The tenure track in higher education represents a path shrouded in a fair degree of mystery. This essay provides the perspective of a middle-aged, second-career tenure track faculty member on the vagaries of progressing down the track as an out lesbian. Three dialectics that build tension into the process--covering-creating, evaluation-liberation,…

Determinants of Interactive White Board Success in Teaching in Higher Education Institutions

ERIC Educational Resources Information Center

Al-Qirim, Nabeel

2011-01-01

This research evaluates the effectiveness of the Interactive White Board Technology (IWBT) in teaching in the Faculty of Information Technology (FIT) in UAE University. IWBT includes integrated hardware and software components to facilitate teaching process and hence, provides rich and interactive experience for both teachers and students.…

Mentors' Perceptions of Their Own Professional Development during Mentoring

ERIC Educational Resources Information Center

Lopez-Real, Francis; Kwan, Tammy

2005-01-01

During 2001-2002 the Faculty of Education at the University of Hong Kong undertook a large-scale evaluation of the school-university partnership scheme. As part of this study, all mentors were asked how, if at all, the mentoring process had enhanced their own professional development. An open-response questionnaire was administered with a…

PLA Philosophy, Policy, and Practice Implications: Revisiting the 2009 Hoffman, Travers, Evans, and Treadwell Study

ERIC Educational Resources Information Center

Travers, Nan L.

2013-01-01

The heart of prior learning assessment (PLA) is the quality and validity of the academic evaluation process itself. Institutions providing PLA opportunities are faced with issues of accountability from all constituents: students, faculty, state systems, and accrediting agencies. Increasingly, institutions are more and more accepting of different…

The Research Resource Guide: A Description and Formative Evaluation

ERIC Educational Resources Information Center

Jones, Ethel; Ralston, Penny; Coccia, Catherine; Young-Clark, Iris; Atkinson, Cheryl; Davis, Kimberly E.; Fluellen, Vivian; Hausafus, Cheryl O.; Johnson, Linda; Prowell, Grace

2014-01-01

Undergraduate research is important for preparing the next generation of scholars in family and consumer sciences (FCS). The Research Resource Guide (RRG) was developed in response to that need; it provides comprehensive information on the research process for faculty to incorporate into undergraduate courses. The RRG comprises three levels: (a)…

Curriculum-Integrated Information Literacy (CIIL) in a Community College Nursing Program: A Practical Model

ERIC Educational Resources Information Center

Argüelles, Carlos

2016-01-01

This article describes a strategy to integrate information literacy into the curriculum of a nursing program in a community college. The model is articulated in four explained phases: preparatory, planning, implementation, and evaluation. It describes a collaborative process encouraging librarians to work with nursing faculty, driving students to…

Evaluating Faculty Pedagogic Practices to Inform Strategic Academic Professional Development: A Case of Cases

ERIC Educational Resources Information Center

Drew, Steve; Klopper, Christopher

2014-01-01

An investigation was undertaken into how a process involving peer review and observation of teaching can be used to enhance academics' teaching practices and inform professional development activities at an organization level. We describe an innovative and highly structured approach to gathering evidence of pedagogic practice from academic…

[The Construction of the Faculty of Hamheung Medical College in North Korea, 1946-48: An Unrest Coexistence of Political Ideology and Medical Expertise].

PubMed

Kim, Geun Bae

2015-12-01

This paper aims to reveal how Hamheung Medical College in North Korea kept up its faculty with the trend of a new political system. The time period consists of three series of evaluations that occurred between the start of a reformation action in 1946 and the establishment of the regime in 1948. At the time, it was difficult to secure college faculty in the medical field, because of a serious shortage of medical personnel. Moreover, the problem in the recruitment of faculty at the medical college grew bigger since the members were required to have a high level of political consciousness. Then how did Hamheung Medical College accomplish this ideal securing of faculty that possessed political ideology and medical expertise? For the first time, a faculty evaluation at the local level was carried out and got rid of a few pro-Japanese or reactionary factions but maintained most of the faculty. Although academic background and research career of the faculty were considered, securing of the manpower in terms of number was crucial for the reconstruction of a professional school level. At the second time, as the central education bureau's intervention tightened the censorship, most of the faculty were evaluated as unqualified. Indeed, it was difficult to satisfy the standard of professionalism which emphasized a high level of academic career and political thought that included affiliation of Workers' Party of North Korea. The Medical College could not find faculty that could replace those professors and therefore, most of them maintained their faculty positions. Since then, the faculty who received excellent evaluations led the school at the very front. At the third time, the Medical College itself led the evaluations and implemented more relaxed standards of political ideology and medical expertise. Faculty who were cooperative to the reformation actions that North Korea carried forward or had working experience at the hospital and health service received a high level of recognition. Accordingly, the Medical College expanded itself by securing many professors, but also embodied a large gap of academic and ideological levels between them. Hence, the political ideology and medical expertise, which were set forth as the requirements for faculty, were constructed in the space of political ideal and social reality. Despite the high criteria the North Korean Government made, Hamheung Medical College's faculty fell below the average in terms of ideological and academic standards. As a way to compensate this, professors who greatly satisfied the both virtues were placed as leaders and, for supporting them, professors who taught the general education curriculum were recruited largely. And also, it appointed a large number of medical doctors who accumulated experiences in the field as new professors. Nevertheless, the Medical College struggled to raise the quality of medical education and was unable to prevent a part of its faculty from leaving to South Korea in the time of the Korean War. Thus, the political and academic virtues of the faculty at that time were not just simply about the professor individuals but were interrelated with the medical education and health care system in North Korea.

[An analysis of residents' self-evaluation and faculty-evaluation in internal medicine standardized residency training program using Milestones evaluation system].

PubMed

Zhang, Y; Chu, X T; Zeng, X J; Li, H; Zhang, F C; Zhang, S Y; Shen, T

2018-06-01

Objective: To assess the value of internal medicine residency training program at Peking Union Medical College Hospital (PUMCH), and the feasibility of applying revised Milestones evaluation system. Methods: Postgraduate-year-one to four (PGY-1 to PGY-4) residents in PUMCH finished the revised Milestones evaluation scales in September 2017. Residents' self-evaluation and faculty-evaluation scores were calculated. Statistical analysis was conducted on the data. Results: A total of 207 residents were enrolled in this cross-sectional study. Both self and faculty scores showed an increasing trend in senior residents. PGY-1 residents were assessed during their first month of residency with scores of 4 points or higher, suggesting that residents have a high starting level. More strikingly, the mean score in PGY-4 was 7 points or higher, proving the career development of residency training program. There was no statistically significant difference between total self- and faculty-evaluation scores. Evaluation scores of learning ability and communication ability were lower in faculty group ( t =-2.627, -4.279, all P <0.05). The scores in graduate students were lower than those in standardized training residents. Conclusions: The goal of national standardized residency training is to improve the quality of healthcare and residents' career development. The evaluation results would guide curriculum design and emphasize the importance and necessity of multi-level teaching. Self-evaluation contributes to the understanding of training objectives and personal cognition.

Should Student Evaluation of Teaching Play a Significant Role in the Formal Assessment of Dental Faculty? Two Viewpoints: Viewpoint 1: Formal Faculty Assessment Should Include Student Evaluation of Teaching and Viewpoint 2: Student Evaluation of Teaching Should Not Be Part of Formal Faculty Assessment.

PubMed

Rowan, Susan; Newness, Elmer J; Tetradis, Sotirios; Prasad, Joanne L; Ko, Ching-Chang; Sanchez, Arlene

2017-11-01

Student evaluation of teaching (SET) is often used in the assessment of faculty members' job performance and promotion and tenure decisions, but debate over this use of student evaluations has centered on the validity, reliability, and application of the data in assessing teaching performance. Additionally, the fear of student criticism has the potential of influencing course content delivery and testing measures. This Point/Counterpoint article reviews the potential utility of and controversy surrounding the use of SETs in the formal assessment of dental school faculty. Viewpoint 1 supports the view that SETs are reliable and should be included in those formal assessments. Proponents of this opinion contend that SETs serve to measure a school's effectiveness in support of its core mission, are valid measures based on feedback from the recipients of educational delivery, and provide formative feedback to improve faculty accountability to the institution. Viewpoint 2 argues that SETs should not be used for promotion and tenure decisions, asserting that higher SET ratings do not correlate with improved student learning. The advocates of this viewpoint contend that faculty members may be influenced to focus on student satisfaction rather than pedagogy, resulting in grade inflation. They also argue that SETs are prone to gender and racial biases and that SET results are frequently misinterpreted by administrators. Low response rates and monotonic response patterns are other factors that compromise the reliability of SETs.

Comparison of Dental Students' Self-Directed, Faculty, and Software-Based Assessments of Dental Anatomy Wax-Ups: A Retrospective Study.

PubMed

Garrett, Pauline H; Faraone, Karen L; Patzelt, Sebastian B M; Keaser, Michael L

2015-12-01

Little is known about self-directed and self-reflective assessment in preclinical dental curricula. The aim of this study was to evaluate a visual dental anatomy teaching tool to train dental students to self-assess their dental anatomy wax carving practical examinations. The students self-assessed two waxing practical examinations (tooth #8 and tooth #19) using high-quality digital images in an assessment tool incorporated into a digital testing program. Student self-assessments were compared to the faculty evaluations and the results of a software-based evaluation tool (E4D Compare). Out of a total 130 first-year dental students at one U.S. dental school, wax-ups from 57 participants were available for this study. The assessment data were submitted to statistical analyses (p<0.05). For tooth #8, the student self-assessments were significantly different from the faculty and software assessments at a 400 micrometer level of tolerance (p=0.036), whereas the faculty assessment was not significantly different from the software assessment at a 300 micrometer level of tolerance (p=0.69). The evaluation of tooth #19 resulted in no significant differences between faculty members (p=0.94) or students (p=0.21) and the software at a level of tolerance of 400 micrometers. This study indicates that students can learn to self-assess their work using self-reflection in conjunction with faculty guidance and that it may be possible to use software-based evaluation tools to assist in faculty calibration and as objective grading tools.

Shared University Governance: Faculty Perceptions on Involvement and Leadership

ERIC Educational Resources Information Center

Johnson, Adrianne L.; DuVivier, Roxanne S.; Hambright, W. Grant

2017-01-01

This article examines motivations for faculty involvement in shared governance. Faculty members at a mid-sized, Midwestern university were surveyed to assess reasons for serving and leading in the shared governance process. Five predominant themes were identified as affecting faculty participation in university governance. The five predominant…

Key Components of Online Group Projects: Faculty Perceptions

ERIC Educational Resources Information Center

Wade, Christine E.; Cameron, Bruce A.; Morgan, Kari; Williams, Karen C.

2016-01-01

In order to better understand faculty perceptions of group work, a survey was deployed to online teaching instructors. Results suggest that most faculty find student socialization (e.g., being supportive, caring about each other), communication, reliability, and dependability important in the group process. However, very few faculty rated the…

Systems Alignment for Comprehensive Faculty Development in Liberal Arts Colleges

ERIC Educational Resources Information Center

Baker, Vicki L.; Lunsford, Laura G.; Pifer, Meghan J.

2015-01-01

Using an alignment framework, the authors explore faculty development initiatives in liberal arts colleges in order to understand the connection between organizational priorities and processes as connected to faculty members' stated needs. The study draws on mixed-methods data from The Initiative for Faculty Development in Liberal Arts Colleges…

Enhancing Promotion, Tenure and Beyond: Faculty Socialization as a Cultural Process. ERIC Digest.

ERIC Educational Resources Information Center

Tierney, William G.; Rhoads, Robert A.

This digest is a brief summary of a longer monograph of the same title on the importance of understanding faculty socialization as a cultural process in the context of the current changes urged on higher education. A section on how faculty socialization is conceptualized adopts a view of culture in which culture shapes and is shaped by social…

The Value of Clinical Jazz: Teaching Critical Reflection on, in, and Toward Action.

PubMed

Casapulla, Sharon; Longenecker, Randall; Beverly, Elizabeth A

2016-05-01

Clinical Jazz is a small-group strategy in medical education designed to develop interpersonal skills and improve doctor-patient and interprofessional relationships. The purpose of this study was to explore medical students' and faculty facilitators' perceived value of Clinical Jazz. We conducted a modified Nominal Group Process with participating medical students (n=21), faculty facilitators (n=5), and research team members (n=3). Students and faculty facilitators independently answered the question, "What do you value about Clinical Jazz?" We then conducted content and thematic analyses on the resulting data. Three themes emerged during analysis: (1) students and faculty appreciated the opportunity to learn and practice a thoughtful and structured process for problem solving, (2) students and faculty valued the safety of the group process in sharing a diversity of perspectives on topics in medicine, and (3) students and faculty acknowledged the importance of addressing real and challenging problems that are rarely addressed in formal lectures and other planned small-group settings. Clinical Jazz provides students and faculty with the opportunity to address the hidden and/or informal curriculum in medical education, while providing a safe space and time to solve important clinical and interprofessional problems.

What predicts nurse faculty members' intent to stay in the academic organization? A structural equation model of a national survey of nursing faculty.

PubMed

Candela, Lori; Gutierrez, Antonio P; Keating, Sarah

2015-04-01

To investigate the relations among several factors regarding the academic context within a nationally representative sample of U.S. nursing faculty. Correlational design using structural equation modeling to explore the predictive nature of several factors related to the academic organization and the work life of nursing faculty. A survey was used to evaluate several aspects of the work life of U.S. nursing faculty members. Nursing faculty members in academic organizations across the U.S. serving at either CCNE- or NLNAC-accredited institutions of higher education. Standard confirmatory factor analysis was used to assess the validity of a proposed measurement model, and structural equation modeling was used to evaluate the validity of a structural/latent variable model. Several direct and indirect effects were observed among the factors under investigation. Of special importance, perceptions of nurse administration's support and perceived teaching expertise positively predicted U.S. nursing faculty members' intent to stay in the academic organization. Understanding the way that nursing faculty members' perceptions of the various factors common to the academic context interact with intent to stay in the academic organization is essential for faculty and nursing administrators. This information can assist administrators in obtaining more resources for faculty development to lobby for additional faculty in order to meet the teaching, research, and service missions of the organization; and to personalize relationships with individual faculty members to understand their needs and acknowledge their efforts. Published by Elsevier Ltd.

Student Evaluations of Faculty: Concerns and Possible Solutions

ERIC Educational Resources Information Center

Kozub, Robert M.

2008-01-01

Student evaluations of university instruction have long been used to evaluate the teaching performance of instructors of all ranks. In spite of the widespread use of the data acquired from student evaluations for the purpose of determining faculty teaching effectiveness, a review of the literature in the area indicates that questions concerning…

[Teaching performance assessment in Public Health employing three different strategies].

PubMed

Martínez-González, Adrián; Moreno-Altamirano, Laura; Ponce-Rosas, Efrén Raúl; Martínez-Franco, Adrián Israel; Urrutia-Aguilar, María Esther

2011-01-01

The educational system depends upon the quality and performance of their faculty and should therefore be process of continuous improvement. To assess the teaching performance of the Public Health professors, at the Faculty of Medicine, UNAM through three strategies. Justification study. The evaluation was conducted under a mediational model through three strategies: students' opinion assessment, self-assessment and students' academic achievement. We applied descriptive statistics, Student t test, ANOVA and Pearson correlation. Twenty professors were evaluated from the Public Health department, representing 57% of all them who teach the subject. The professor's performance was highly valued self-assessment compared with assessment of student opinion, was confirmed by statistical analysis the difference was significant. The difference amongst the three evaluation strategies became more evident between self-assessment and the scores obtained by students in their academic achievement. The integration of these three strategies offers a more complete view of the teacher's performance quality. Academic achievement appears to be a more objective strategy for teaching performance assessment than students' opinion and self-assessment.

Refocusing research priorities in schools of nursing.

PubMed

Kulage, Kristine M; Ardizzone, Laura; Enlow, William; Hickey, Kathleen; Jeon, Christie; Kearney, Joan; Schnall, Rebecca; Larson, Elaine L

2013-01-01

It is critical for schools of nursing to periodically reassess their scholarly programs to ensure that their conceptual framework and approaches address current challenges and enhance productivity. This article describes the process undertaken at Columbia University School of Nursing to evaluate scholarly enterprise so that it remains relevant and responsive to changing trends and to revise our research conceptual model to be reflective of the foci of our clinicians and researchers. As part of a larger strategic initiative, a two-phase Research Excellence Planning and Implementation Workgroup was convened, consisting of a broad representation of faculty and administrative staff, with an overall goal of expanding scholarly capacity. During Phase I, members developed measurable outcomes and tactics and revised the school's conceptual research model. In Phase II, the workgroup implemented and monitored tactics and presented final recommendations to the dean. To measure progress, faculty members completed a survey to establish baseline scholarship and collaboration with results indicating room for growth in interdisciplinary and inter-institutional collaboration. Ongoing assessment of outcomes includes Web-based tracking of scholarly activities and follow-up surveys to monitor expansion of faculty collaboration. We recommend this process to other schools committed to sustainable, increasingly relevant scholarship. Copyright © 2013 Elsevier Inc. All rights reserved.

Strategies for enhancing medical student resilience: student and faculty member perspectives

PubMed Central

Kamei, Robert; Vidyarthi, Arpana

2018-01-01

Objectives To improve programs aimed to enhance medical student resiliency, we examined both medical student and faculty advisor perspectives on resiliency-building in an Asian medical school. Methods In two separate focus groups, a convenience sample of 8 MD-PhD students and 8 faculty advisors were asked to identify strategies for enhancing resilience. Using thematic analysis, two researchers independently examined discussion transcripts and field notes and determined themes through a consensus process. They then compared the themes to discern similarities and differences between these groups. Results Themes from the student suggestions for increasing resilience included “Perspective changes with time and experience”, “Defining effective advisors,” and “Individual paths to resiliency”. Faculty-identified themes were “Structured activities to change student perspectives,” “Structured teaching of coping strategies”, and “Institution-wide social support”. Students described themselves as individuals building their own resilience path and preferred advisors who were not also evaluators. Faculty, however, suggested systematic, structural ways to increase resilience. Conclusions Students and advisors identified some common, and many distinct strategies for enhancing medical student resilience. Student/advisor discrepancies may exemplify a cultural shift in Singapore’s medical education climate, where students value increased individualism and autonomy in their education. As medical schools create interventions to enhance resilience and combat potential student burnout, they should consider individually-tailored as well as system-wide programs to best meet the needs of their students and faculty. PMID:29334480

Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme.

PubMed

Voyer, Stéphane; Cuncic, Cary; Butler, Deborah L; MacNeil, Kimberley; Watling, Christopher; Hatala, Rose

2016-09-01

We developed, implemented and evaluated an evidence-based programme of feedback designed to address limitations identified in the current literature. We sought to advance understanding about how and why feedback processes might be more effective in clinical education. Three faculty members and nine first-year internal medicine residents participated in the pilot programme. To counter challenges identified in the literature, feedback was based on direct observation, grounded in longitudinal faculty-resident relationships, and devoid of summative assessment. We used a qualitative case study design to address three research questions: (i) What benefits did the participants describe? (ii) What elements of the programme facilitated these benefits? (iii) What were the limitations and challenges of the programme? Collected data included audiotapes of interactions between faculty members and residents, field notes written during observations, and semi-structured interviews and focus groups with resident participants. Data analysis moved cyclically and iteratively through inductive and deductive analysis. Residents described benefits relating to their ways of working (clinical skills), ways of learning (accountability for learning) and ways of feeling (emotional well-being). According to participants, specific elements of the programme that achieved these benefits included the direct observation of authentic clinical work, the longitudinal relationship with a faculty member and the emergence of feedback as a conversation between the faculty member and learner. We conclude that the conditions established within our pilot feedback programme influenced the learning culture for first-year internal medicine residents by grounding direct observation in authentic clinical work and setting the observations in the context of a longitudinal, non-assessment-based relationship between a faculty member and resident. These conditions appeared to influence residents' participation in the feedback process, their ways of approaching their daily clinical work, their emotional well-being and their engagement in their own learning. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Randomized evaluation of a web based interview process for urology resident selection.

PubMed

Shah, Satyan K; Arora, Sanjeev; Skipper, Betty; Kalishman, Summers; Timm, T Craig; Smith, Anthony Y

2012-04-01

We determined whether a web based interview process for resident selection could effectively replace the traditional on-site interview. For the 2010 to 2011 match cycle, applicants to the University of New Mexico urology residency program were randomized to participate in a web based interview process via Skype or a traditional on-site interview process. Both methods included interviews with the faculty, a tour of facilities and the opportunity to ask current residents any questions. To maintain fairness the applicants were then reinterviewed via the opposite process several weeks later. We assessed comparative effectiveness, cost, convenience and satisfaction using anonymous surveys largely scored on a 5-point Likert scale. Of 39 total participants (33 applicants and 6 faculty) 95% completed the surveys. The web based interview was less costly to applicants (mean $171 vs $364, p=0.05) and required less time away from school (10% missing 1 or more days vs 30%, p=0.04) compared to traditional on-site interview. However, applicants perceived the web based interview process as less effective than traditional on-site interview, with a mean 6-item summative effectiveness score of 21.3 vs 25.6 (p=0.003). Applicants and faculty favored continuing the web based interview process in the future as an adjunct to on-site interviews. Residency interviews can be successfully conducted via the Internet. The web based interview process reduced costs and improved convenience. The findings of this study support the use of videoconferencing as an adjunct to traditional interview methods rather than as a replacement. Copyright © 2012 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

Preparing the workforce for healthy aging programs: the Skills for Healthy Aging Resources and Programs (SHARP) model.

PubMed

Frank, Janet C; Altpeter, Mary; Damron-Rodriguez, JoAnn; Driggers, Joann; Lachenmayr, Susan; Manning, Colleen; Martinez, Dana M; Price, Rachel M; Robinson, Patricia

2014-10-01

Current public health and aging service agency personnel have little training in gerontology, and virtually no training in evidence-based health promotion and disease management programs for older adults. These programs are rapidly becoming the future of our community-based long-term care support system. The purpose of this project was to develop and test a model community college career technical education program, Skills for Healthy Aging Resources and Programs (SHARP), for undergraduate college students, current personnel in aging service and community organizations, and others interested in retraining. A multidisciplinary cross-sector team from disciplines of public health, sociology, gerontology and nursing developed four competency-based courses that focus on healthy aging, behavior change strategies, program management, an internship, and an option for leader training in the Chronic Disease Self-Management Program. To enhance implementation and fidelity, intensive faculty development training was provided to all instructors and community agency partners. Baseline and postprogram evaluation of competencies for faculty and students was conducted. Process evaluation for both groups focused on satisfaction with the curricula and suggestions for program improvement. SHARP has been piloted five times at two community colleges. Trainees (n = 113) were primarily community college students (n = 108) and current aging service personnel (n = 5). Statistically significant improvements in all competencies were found for both faculty and students. Process evaluation outcomes identified the needed logical and component adaptations to enhance the feasibility of program implementation, dissemination, and student satisfaction. The SHARP program provides a well-tested, evidence-based effective model for addressing workforce preparation in support of healthy aging service program expansion and delivery. © 2014 Society for Public Health Education.

Evaluation of Adjunct Faculty in Higher Education Institutions

ERIC Educational Resources Information Center

Langen, Jill M.

2011-01-01

The role that part-time faculty play in higher education is changing. No longer are part-time faculty used on an occasional basis at a few institutions. These individuals now play a critical part in the delivery of higher education to students. This study was developed to answer questions regarding how the performance of adjunct faculty is…

Teaching for Social Justice: Motivations of Community College Faculty in Sociology

ERIC Educational Resources Information Center

Brown, Sonia; Blount, Stacye; Dickinson, Charles A.; Better, Alison; Vitullo, Margaret Weigers; Tyler, Deidre; Kisielewski, Michael

2016-01-01

This article evaluates the reasons for career choice and job satisfaction among community college faculty who teach sociology, in relation to a social justice motivation for teaching. Using closed- and open-ended response data from a 2014 national survey of community college sociology faculty, this study finds that a preponderance of faculty do…

Aligning Information Literacy with the Faculty Teaching and Learning Agenda

ERIC Educational Resources Information Center

Dearden, Richard; Dermoudy, Julian; Evans, Christine; Barmuta, Leon; Jones, Susan; Magierowski, Regina; Osborn, Jon; Sargison, Jane; Waters, David

2005-01-01

In 2004, the Faculty of Science, Engineering and Technology at the University of Tasmania undertook a project to evaluate students' information literacy skills and to get a picture of how and where information literacy is taught in the faculty. This paper outlines how relationship-building between the Science Library and faculty led to the…

How Do the Faculty Members Go for Trolls? A View from an Emerging Country

ERIC Educational Resources Information Center

Kuzu Demir, Elif Bugra; Mercimek, Baris; Dulkadir Yaman, Nihal; Odabasi, H. Ferhan

2017-01-01

This paper focuses on the findings of an exploratory, qualitative phenomenological study and investigates opinions and evaluations of faculty members about trolls encountered in social media and mass medium. The research was carried out in Anadolu University in Turkey. A total of 18 faculty members from 9 faculties in 12 different departments…

Evaluating ambulatory care training in Firoozgar hospital based on Iranian national standards of undergraduate medical education

PubMed Central

Sabzghabaei, Foroogh; Salajeghe, Mahla; Soltani Arabshahi, Seyed Kamran

2017-01-01

Background: In this study, ambulatory care training in Firoozgar hospital was evaluated based on Iranian national standards of undergraduate medical education related to ambulatory education using Baldrige Excellence Model. Moreover, some suggestions were offered to promote education quality in the current condition of ambulatory education in Firoozgar hospital and national standards using the gap analysis method. Methods: This descriptive analytic study was a kind of evaluation research performed using the standard check lists published by the office of undergraduate medical education council. Data were collected through surveying documents, interviewing, and observing the processes based on the Baldrige Excellence Model. After confirming the validity and reliability of the check lists, we evaluated the establishment level of the national standards of undergraduate medical education in the clinics of this hospital in the 4 following domains: educational program, evaluation, training and research resources, and faculty members. Data were analyzed according to the national standards of undergraduate medical education related to ambulatory education and the Baldrige table for scoring. Finally, the quality level of the current condition was determined as very appropriate, appropriate, medium, weak, and very weak. Results: In domains of educational program 62%, in evaluation 48%, in training and research resources 46%, in faculty members 68%, and in overall ratio, 56% of the standards were appropriate. Conclusion: The most successful domains were educational program and faculty members, but evaluation and training and research resources domains had a medium performance. Some domains and indicators were determined as weak and their quality needed to be improved, so it is suggested to provide the necessary facilities and improvements by attending to the quality level of the national standards of ambulatory education PMID:29951400

Students' voices: the lived experience of faculty incivility as a barrier to professional formation in associate degree nursing education.

PubMed

Del Prato, Darlene

2013-03-01

Nursing faculty play an important role in constructing learning environments that foster the positive formation of future nurses. The students' construction of a nursing identity is grounded in social interactions with faculty and is shaped by values and norms learned in both the formal and informal curriculum. The informal curriculum is communicated in faculty teaching practices and relationships established with students. To acquire an understanding of the students' lived experience in associate degree nursing education and identify educational practices that support students' professional formation. A phenomenological design was chosen to study the lived experience of nursing education. In-depth interviews were conducted with 13 participants. Five students participated in second interviews for a total of 18 interviews. Symbolic interactionism guided data analysis. Participants represented three ADN programs in the northeastern U.S. and were diverse in terms of gender and age and to a lesser extent race, and sexual orientation. Faculty incivility included demeaning experiences, subjective evaluation, rigid expectations, and targeting and weeding out practices. Targeting practices contributed to a perceived focus on clinical evaluation and inhibited clinical learning. Faculty incivility hindered professional formation by interfering with learning, self-esteem, self-efficacy, and confidence. Faculty who model professional values in the formal and hidden curriculum contribute to the positive formation of future nurses. Nursing faculty should be formally prepared as educators to establish respectful, connected relationships with students. Faculty should role model professional values, deemphasize their evaluative role, provide constructive formative feedback, and remain open to the student's potential for growth. Copyright © 2012 Elsevier Ltd. All rights reserved.

Meeting the computer technology needs of community faculty: building new models for faculty development.

PubMed

Baldwin, Constance D; Niebuhr, Virginia N; Sullivan, Brian

2004-01-01

We aimed to identify the evolving computer technology needs and interests of community faculty in order to design an effective faculty development program focused on computer skills: the Teaching and Learning Through Educational Technology (TeLeTET) program. Repeated surveys were conducted between 1994 and 2002 to assess computer resources and needs in a pool of over 800 primary care physician-educators in community practice in East Texas. Based on the results, we developed and evaluated several models to teach community preceptors about computer technologies that are useful for education. Before 1998, only half of our community faculty identified a strong interest in developing their technology skills. As the revolution in telecommunications advanced, however, preceptors' needs and interests changed, and the use of this technology to support community-based teaching became feasible. In 1998 and 1999, resource surveys showed that many of our community teaching sites had computers and Internet access. By 2001, the desire for teletechnology skills development was strong in a nucleus of community faculty, although lack of infrastructure, time, and skills were identified barriers. The TeLeTET project developed several innovative models for technology workshops and conferences, supplemented by online resources, that were well attended and positively evaluated by 181 community faculty over a 3-year period. We have identified the evolving needs of community faculty through iterative needs assessments, developed a flexible faculty development curriculum, and used open-ended, formative evaluation techniques to keep the TeLeTET program responsive to a rapidly changing environment for community-based education in computer technology.

Family medicine education in Canada, 1983.

PubMed

Hennen, B K

1983-12-01

We now have good information about family medicine in terms of content, principles, and practice load. Undergraduate, residency and continuing education are improving, but some family medicine programs still have limited support from their university's faculty and governments. Residency in-training assessment and the certification process are better developed than is evaluation of new family doctors' practice performance. Research in the family medicine base is expanding, and residents are increasingly involved in projects. Family medicine teachers are now on a par with other clinical faculty, because they must meet tougher criteria for appointment and promotion. The political leadership of family medicine education, shared by the College of Family Physicians of Canada and academic departments, requires strong consensus and persistent activity.

The trend of changes in the evaluation scores of faculty members from administrators' and students' perspectives at the medical school over 10 years.

PubMed

Yamani, Nikoo; Changiz, Tahereh; Feizi, Awat; Kamali, Farahnaz

2018-01-01

To assess the trend of changes in the evaluation scores of faculty members and discrepancy between administrators' and students' perspectives in a medical school from 2006 to 2015. This repeated cross-sectional study was conducted on the 10-year evaluation scores of all faculty members of a medical school (n=579) in an urban area of Iran. Data on evaluation scores given by students and administrators and the total of these scores were evaluated. Data were analyzed using descriptive and inferential statistics including linear mixed effect models for repeated measures via the SPSS software. There were statistically significant differences between the students' and administrators' perspectives over time ( p <0.001). The mean of the total evaluation scores also showed a statistically significant change over time ( p <0.001). Furthermore, the mean of changes over time in the total evaluation score between different departments was statistically significant ( p <0.001). The trend of changes in the student's evaluations was clear and positive, but the trend of administrators' evaluation was unclear. Since the evaluation of faculty members is affected by many other factors, there is a need for more future studies.

Frame-of-Reference Training: Establishing Reliable Assessment of Teaching Effectiveness.

PubMed

Newman, Lori R; Brodsky, Dara; Jones, Richard N; Schwartzstein, Richard M; Atkins, Katharyn Meredith; Roberts, David H

2016-01-01

Frame-of-reference (FOR) training has been used successfully to teach faculty how to produce accurate and reliable workplace-based ratings when assessing a performance. We engaged 21 Harvard Medical School faculty members in our pilot and implementation studies to determine the effectiveness of using FOR training to assess health professionals' teaching performances. All faculty were novices at rating their peers' teaching effectiveness. Before FOR training, we asked participants to evaluate a recorded lecture using a criterion-based peer assessment of medical lecturing instrument. At the start of training, we discussed the instrument and emphasized its precise behavioral standards. During training, participants practiced rating lectures and received immediate feedback on how well they categorized and scored performances as compared with expert-derived scores of the same lectures. At the conclusion of the training, we asked participants to rate a post-training recorded lecture to determine agreement with the experts' scores. Participants and experts had greater rating agreement for the post-training lecture compared with the pretraining lecture. Through this investigation, we determined that FOR training is a feasible method to teach faculty how to accurately and reliably assess medical lectures. Medical school instructors and continuing education presenters should have the opportunity to be observed and receive feedback from trained peer observers. Our results show that it is possible to use FOR rater training to teach peer observers how to accurately rate medical lectures. The process is time efficient and offers the prospect for assessment and feedback beyond traditional learner evaluation of instruction.

Scholarly Mentor Program: Supporting Faculty in the Writing and Publication Process

ERIC Educational Resources Information Center

Smith, Diane K.; Martinez, AnaMaria Diaz; Lanigan, Jane; Wells-Moses, Kayla; Koehler, Christian

2018-01-01

The WSU Extension Scholarly Writing Group (ESWG) is a one-year faculty development mentoring program designed to support faculty on tenure or promotion track. The ESWG was created in response to increased expectations for Extension county-based faculty to contribute to the scientific literature within their fields through peer-reviewed…

The Pedagogical Benefits of Enacting Positive Psychology Practices through a Student-Faculty Partnership Approach to Academic Development

ERIC Educational Resources Information Center

Cook-Sather, Alison; Schlosser, Joel Alden; Sweeney, Abigail; Peterson, Laurel M.; Cassidy, Kimberly Wright; Colón García, Ana

2018-01-01

Academic development that supports the enactment of positive psychology practices through student-faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and…

Fixing Advising: A Model for Faculty Advising

ERIC Educational Resources Information Center

Crocker, Robert M.; Kahla, Marlene; Allen, Charlotte

2014-01-01

This paper addresses mandates to fix the advising process with a focus on faculty advising systems. Measures of student success and satisfaction, administrative issues, and faculty concerns are among the many factors discussed. Regression analysis is used to explore long-voiced faculty complaints that students do not follow advice. A case study is…

Faculty Governance in Neoliberal Educational Contexts: Challenges for Democratic Decision Making

ERIC Educational Resources Information Center

Schoorman, Dilys; Acker-Hocevar, Michele

2013-01-01

Few faculty members are immune from the deleterious impact of neoliberal values, policies and practices that have resulted in the "corporatization" of universities, with the reduction of teaching and research to "products" and faculty to "producers," and students to "clients." The role of faculty governance in this process has been debated…

Institutional transformation: An analysis of change initiatives at NSF ADVANCE institutions

NASA Astrophysics Data System (ADS)

Plummer, Ellen W.

The purpose of this study was to examine how institutional culture promoted or impeded the implementation of round one and two NSF ADVANCE initiatives designed to improve academic climates for women in science and engineering. This study was conducted in two phases. In phase one, 35 participants from 18 institutions were interviewed to answer three research questions. Participants identified a policy, process, or program designed to improve academic cultures for women in science and engineering fields. Participants also identified strategies that promoted the implementation of these efforts, and discussed factors that impeded these efforts. In phase two, site visits were conducted at two institutions to answer a fourth research question. How did institutional culture shape the design and implementation of faculty search processes? Policies, processes, and programs were implemented by participants at the institutional, departmental, and individual levels and included family friendly and dual career policies at the institutional level, improved departmental faculty search and climate improvement processes, and mentoring programs and training for department heads at the individual level. Communication and leadership strategies were key to the successful implementation of policies, processes, and programs designed to achieve institutional transformation. Communication strategies involved shaping change messages to reach varied audiences often with the argument that change efforts would improve the climate for everyone not just women faculty members. Administrative and faculty leaders from multiple levels proved important to change efforts. Institutional Transformation Institutional culture shaped initiatives to improve faculty search processes. Faculty leaders in both settings used data to persuade faculty members of the need for change. At one site, data that included national availability information was critical to advancing the change agenda. At the other site, social science data that illustrated gender bias was persuasive. Faculty members who were effective as change agents were those who were credible with their peers in that setting.

Merit Pay: A Plan That Works.

ERIC Educational Resources Information Center

McKay, John R.

An overview is provided of Sumter Area Technical College's (SATC's) successful faculty evaluation and merit pay plan. Following introductory material on SATC, a discussion is presented of the reasoning behind resistance to efforts to tie faculty evaluation to merit pay. Next, SATC's evaluation system is set in the context of the college's overall…

Accountability of the Business Communication Instructor.

ERIC Educational Resources Information Center

Hildebrandt, H. W.

Teachers of business communication, along with teachers in other disciplines, must develop ways of responding to demands for faculty evaluation. The first section of this paper considers three questions relevant to any kind of faculty evaluation: To whom should a teacher be accountable? What criteria should be the touchstones for evaluation? and,…

Merit Pay and Faculty Evaluation.

ERIC Educational Resources Information Center

Hudgins, James L.

A program linking merit pay and faculty evaluation was initiated at Sumter Area Technical College (SATC) in Sumter, South Carolina, in 1978. The performance-based evaluation system focuses on three elements: the job description, which identifies professional responsibilities and how they relate to the college's mission; the individual action plan;…

A faculty created strategic plan for excellence in nursing education.

PubMed

Evans, Connie Joan; Francis Shackell, Eileen; Jean Kerr-Wilson, Selma; Joan Doyle, Glynda; McCutcheon, Jodie Anita; Budz, Bernice

2014-02-08

Strategic planning for nursing education, when seen through a faculty lens creates a deeper, more meaningful critical analysis of effective program development. New strategies are required for academic institutions to transform their curricula to meet the needs of a dynamic healthcare and changing global environment to provide quality education for students. In this article, an evidence-informed process is presented that was progressively co-created by the faculty and facilitators. Seminal business frameworks, leadership development philosophies, and innovative interventions enabled faculty to become engaged and developed as they created a strategic plan for a future-driven nursing program. Phase One presents the process of developing a strategic plan for excellence in nursing education by leveraging faculty potential and preparing for an upcoming accreditation. In Phase Two, four team members from Phase One continue as part of Phase Two team serving as the collective memory for this initial work. This method of strategic planning encouraged faculty engagement and leadership and laid the groundwork for a positive culture change among nursing faculty.

Faculty development and organizational systems behavior.

PubMed

Henley, C E; Magelssen, D

1990-06-01

Faculty development is that process that fosters improvement in faculty members' skills in teaching and research and promotes their career advancement. This study investigated the association between organizational behavior in military medical centers and the faculty development of its medical corps officers assigned to teaching positions. Such organizational behaviors as defining tasks clearly and resolving conflicts satisfactorily correlated well with the faculty members' overall satisfaction and other parameters of good faculty development. The results suggest that a strong relationship exists between the organizational behavior of an institution and the sense of identity, productivity, and continued career growth of its individual faculty members.

A Faculty Evaluation Model for Online Instructors: Mentoring and Evaluation in the Online Classroom

ERIC Educational Resources Information Center

Mandernach, B. Jean; Donnelli, Emily; Dailey, Amber; Schulte, Marthann

2005-01-01

The rapid growth of online learning has mandated the development of faculty evaluation models geared specifically toward the unique demands of the online classroom. With a foundation in the best practices of online learning, adapted to meet the dynamics of a growing online program, the Online Instructor Evaluation System created at Park University…

Online vs. Face-to-Face Course Evaluations: Considerations for Administrators and Faculty

ERIC Educational Resources Information Center

Marzano, Michael P.; Allen, Robert

2016-01-01

The purpose of this study was to determine whether students evaluate courses differently, and perhaps more critically, when delivered online vs. face-to-face (F2F). Course evaluations are associated with the instructor that taught the course. Course evaluation continues to be a significant assessment vehicle of faculty performance used by many…

Teaching "Out" in the University: An Investigation into the Effects of Lesbian, Bisexual, and Transgender Faculty Self-Disclosure upon Student Evaluations of Faculty Teaching Effectiveness in the USA

ERIC Educational Resources Information Center

Jennings, Todd

2010-01-01

Many lesbian, gay, bisexual, and transgender (LGBT) university faculty worry about the effects of self-disclosure in their professional lives. One concern is that self-disclosure as LGBT could result in negative evaluations of one's teaching by students due to student bias against LGBT people. In order to investigate this concern, this study…

Current State of Test Development, Administration, and Analysis: A Study of Faculty Practices.

PubMed

Bristol, Timothy J; Nelson, John W; Sherrill, Karin J; Wangerin, Virginia S

Developing valid and reliable test items is a critical skill for nursing faculty. This research analyzed the test item writing practice of 674 nursing faculty. Relationships between faculty characteristics and their test item writing practices were analyzed. Findings reveal variability in practice and a gap in implementation of evidence-based standards when developing and evaluating teacher-made examinations.

Correlation of admissions statistics to graduate student success in medical physics

PubMed Central

McSpadden, Erin; Rakowski, Joseph; Nalichowski, Adrian; Yudelev, Mark; Snyder, Michael

2014-01-01

The purpose of this work is to develop metrics for evaluation of medical physics graduate student performance, assess relationships between success and other quantifiable factors, and determine whether graduate student performance can be accurately predicted by admissions statistics. A cohort of 108 medical physics graduate students from a single institution were rated for performance after matriculation based on final scores in specific courses, first year graduate Grade Point Average (GPA), performance on the program exit exam, performance in oral review sessions, and faculty rating. Admissions statistics including matriculating program (MS vs. PhD); undergraduate degree type, GPA, and country; graduate degree; general and subject GRE scores; traditional vs. nontraditional status; and ranking by admissions committee were evaluated for potential correlation with the performance metrics. GRE verbal and quantitative scores were correlated with higher scores in the most difficult courses in the program and with the program exit exam; however, the GRE section most correlated with overall faculty rating was the analytical writing section. Students with undergraduate degrees in engineering had a higher faculty rating than those from other disciplines and faculty rating was strongly correlated with undergraduate country. Undergraduate GPA was not statistically correlated with any success metrics investigated in this study. However, the high degree of selection on GPA and quantitative GRE scores during the admissions process results in relatively narrow ranges for these quantities. As such, these results do not necessarily imply that one should not strongly consider traditional metrics, such as undergraduate GPA and quantitative GRE score, during the admissions process. They suggest that once applicants have been initially filtered by these metrics, additional selection should be performed via the other metrics shown here to be correlated with success. The parameters used to make admissions decisions for our program are accurate in predicting student success, as illustrated by the very strong statistical correlation between admissions rank and course average, first year graduate GPA, and faculty rating (p<0.002). Overall, this study indicates that an undergraduate degree in physics should not be considered a fundamental requirement for entry into our program and that within the relatively narrow range of undergraduate GPA and quantitative GRE scores of those admitted into our program, additional variations in these metrics are not important predictors of success. While the high degree of selection on particular statistics involved in the admissions process, along with the relatively small sample size, makes it difficult to draw concrete conclusions about the meaning of correlations here, these results suggest that success in medical physics is based on more than quantitative capabilities. Specifically, they indicate that analytical and communication skills play a major role in student success in our program, as well as predicted future success by program faculty members. Finally, this study confirms that our current admissions process is effective in identifying candidates who will be successful in our program and are expected to be successful after graduation, and provides additional insight useful in improving our admissions selection process. PACS number: 01.40.‐d PMID:24423842

Number and Impact of Published Scholarly Works by Pharmacy Practice Faculty Members at Accredited US Colleges and Schools of Pharmacy (2001-2003)

PubMed Central

Coleman, Craig I.; Schlesselman, Lauren S.; Lao, Eang

2007-01-01

Objective To evaluate the quantity and quality of published literature conducted by pharmacy practice faculty members in US colleges and schools of pharmacy for the years 2001-2003. Methods The Web of Science bibliographic database was used to identify publication citations for the years 2001-2003, which were then evaluated in a number of different ways. Faculty members were identified using American Association of Colleges of Pharmacy rosters for the 2000-2001, 2001-2002, and 2002-2003 academic years. Results Two thousand three hundred seventy-four pharmacy practice faculty members generated 1,896 publications in Web of Science searchable journals. A small number of faculty members (2.1%) were responsible for a large proportion of publications (30.6%), and only 4.9% of faculty members published 2 or more publications in these journals per year. The average impact factor for the top 200 publications was 7.6. Conclusion Pharmacy practice faculty members contributed substantially to the biomedical literature and their work has had an important impact. A substantial portion of this work has come from a small subset of faculty members. PMID:17619644

The Transformative Impact of Undergraduate Research Mentoring on Students and the Role of the Council on Undergraduate Research (CUR) in Supporting Faculty Mentors

NASA Astrophysics Data System (ADS)

Fox, L. K.; Singer, J.

2015-12-01

Undergraduate Research (UR) is broadly accepted as a high impact educational practice. Student participation in UR contributes to measurable gains in content knowledge and skills/methodology, oral and written communication skills, problem solving and critical thinking, self-confidence, autonomy, among others. First-generation college students and students from underrepresented minorities that participate in UR are more likely to remain in STEM majors, persist to graduation, and pursue graduate degrees. While engagement in the research process contributes to these outcomes, the impact of the interaction with the faculty mentor is critical. A number of studies provide evidence that it is the relationship that forms with the faculty mentor that is most valued by students and strongly contributes to their career development. Faculty mentors play an important role in student development and the relationship between mentor and student evolves from teacher to coach to colleague. Effective mentoring is not an inherent skill and is generally not taught in graduate school and generally differs from mentoring of graduate students. Each UR mentoring relationship is unique and there are many effective mentoring models and practices documented in the literature. The Council on Undergraduate Research (CUR) has a long history of supporting faculty who engage in research with undergraduates and offers resources for establishing UR programs at individual, departmental, and institutional levels. The Geosciences Division of CUR leads faculty development workshops at professional meetings and provides extensive resources to support geosciences faculty as UR mentors (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). Examples of effective mentoring strategies are highlighted, including a model developed by SUNY- Buffalo State that integrates mentoring directly into the evaluation of UR.

Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework

ERIC Educational Resources Information Center

Gunuc, Selim

2015-01-01

The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP), and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors) provided technology mentoring…

Graduating STEM Competent and Confident Teachers: The Creation of a STEM Certificate for Elementary Education Majors

ERIC Educational Resources Information Center

Murphy, Tony P.; Mancini-Samuelson, Gina J.

2012-01-01

A collaborative of STEM (science, technology, engineering, and mathematics) and education faculty developed a STEM certificate aimed at elementary education majors. A four-phase process model was used to create and evaluate courses. The certificate is comprised of three interdisciplinary, team-taught, lab-based courses: Environmental Biology,…

Postcards from a Road Trip to Innovation: One Professor's Sabbatical

ERIC Educational Resources Information Center

Kelley, Todd R.

2016-01-01

Precious moments in life for an educator are taking time to reflect upon his or her teaching practices to evaluate effectiveness and overall impact. Often this reflection is a weekly if not a daily process for educators using a reflective practitioner model (SchÖn, 1983). For professors, many universities have opportunities for tenured faculty to…

General Chemistry Courses That Can Affect Achievement: An Action Research Study in Developing a Plan to Improve Undergraduate Chemistry Courses

ERIC Educational Resources Information Center

Shweikeh, Eman

2014-01-01

Over the past 50 years, considerable research has been dedicated to chemistry education. In evaluating principal chemistry courses in higher education, educators have noted the learning process for first-year general chemistry courses may be challenging. The current study investigated perceptions of faculty, students and administrators on…

Dilemmas Faced Establishing Portfolio Assessment of Pre-Service Teachers in the Southeastern United States

ERIC Educational Resources Information Center

Van Sickle, Meta; Bogan, Margaret B.; Kamen, Michael; Baird, William; Butcher, Carolyn

2005-01-01

There is increasing pressure to evaluate and document the capabilities of students exiting teacher education programs. A professional portfolio can serve as an effective tool for documenting this process. Faculty wishing to institute portfolios in pre-service teacher assessment should be aware of the difficulties that arise during discourse and…

An Evaluation of the Efficacy of a Laboratory Exercise on Cellular Respiration

ERIC Educational Resources Information Center

Scholer, Anne-Marie; Hatton, Mary

2008-01-01

This study is an analysis of the effectiveness of a faculty-designed laboratory experience about a difficult topic, cellular respiration. The activity involves a hands-on model of the cellular-respiration process, making use of wooden ball-and-stick chemistry models and small toy trucks on a table top model of the mitochondrion. Students…

A strategy for involving on-campus and distance students in a nursing research course.

PubMed

Shuster, George F; Learn, Cheryl Demerth; Duncan, Robert

2003-01-01

Teaching research at the undergraduate level can be a challenge. This is particularly true for distance education courses, in which students often feel isolated from each other and from faculty. Faculty teaching on-campus and distance education research courses designed a student research project and a method for bringing distance and on-campus students together to present their research findings. By actively engaging students in the research process and providing an on-campus research day for the presentation of student posters (Year 1) and research papers (Year 2), course faculty were able to achieve their two goals of directly involving students in the nursing research process and creating a greater student sense of belonging within the college learning community. Statistical analysis of an evaluation survey among on-site and off-site registered nurse to bachelor of science in nursing students indicated both groups ranked the Year 1 poster research day as good to very good. Students attending the Year 2 research day, where they presented papers, ranked the day as good. Statistical analysis indicated a significant difference between the two research days, with a clear student preference for posters. Students valued their active participation in the research process and the opportunity to get together and present their work. However, students clearly preferred a poster presentation format to presenting their findings as a research paper.

Differences in Faculty and Standardized Patient Scores on Professionalism for Second-Year Podiatric Medical Students During a Standardized Simulated Patient Encounter.

PubMed

Mahoney, James M; Vardaxis, Vassilios; Anwar, Noreen; Hagenbucher, Jacob

2018-03-01

This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter. Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool. Significant differences were identified in the professionalism domains of "build a relationship" ( P = .008), "gather information" ( P = .001), and share information ( P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the "gather information" subdomains; however, the difference in scores was significant only in the "question appropriately" ( P = .001) and "listen and clarify" ( P = .003) subdomains. This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.

The Faculty Identities of Community College Adjuncts Teaching in the Humanities: A Discourse Analysis Study

ERIC Educational Resources Information Center

Thirolf, Kathryn Q.

2012-01-01

Research has shown that forming a professional identity is central in the process of becoming an effective teacher (Alsup, 2006; Danielewicz, 2001). Yet, little is known about the faculty identity development of part-time faculty, who represent nearly 70% of all faculty at community colleges (AFT Higher Education, 2009). Addressing this critical…

A Study of Faculty's Role in a Virtual Environment in Iran

ERIC Educational Resources Information Center

Kian, Maryam

2014-01-01

"Faculty" is one element of virtual education curricula that facilitates the learning process. However, the lack of physical presence has led to a need to redefine the faculty role. This qualitative study considered the changing roles of faculty in virtual environments in universities in Iran. The main question was What role(s) do…

Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices

ERIC Educational Resources Information Center

Chang, Mary K.; Rao, Kavita; Stewart, Maria L.; Farley, Cynthia A.; Li, Katherine

2016-01-01

In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the…

Faculty development through simulation-based education in physical therapist education.

PubMed

Greenwood, Kristin Curry; Ewell, Sara B

2018-01-01

The use of simulation-based education (SBE) in health professions, such as physical therapy, requires faculty to expand their teaching practice and development. The impact of this teaching on the individual faculty member, and how their teaching process changes or develops, is not fully understood. The purpose of this study was to explore individual physical therapist faculty members' experience with SBE and how those experiences may have transformed their teaching practice to answer the research questions: How do physical therapist faculty develop through including SBE and are there commonalities among educators? An interpretive phenomenological analysis approach was used with a small sample of subjects who participated in three individual semi-structured interviews. Interview questions were created through the lens of transformative learning theory to allow faculty transformations to be uncovered. A two-step thematic coding process was conducted across participants to identify commonalities of faculty experiences with SBE in physical therapist education. Credibility and trustworthiness were achieved through member checking and expert external review. Thematic findings were validated with transcript excerpts and research field notes. Eight physical therapist faculty members (25% male) with a range of 3 to 16 years of incorporating SBE shared their individual experiences. Four common themes related to faculty development were identified across the participants. Themes identified are the following: faculty strengthen their professional identity as physical therapists, faculty are affected by their introduction and training with simulation, faculty develop their interprofessional education through SBE, and faculty experiences with SBE facilitate professional growth. Physical therapist educators had similarities in their experiences with SBE that transformed their teaching practice and professional development. This study provides insight into what physical therapist faculty may experience when adopting SBE.

Use of the "Moodle" Platform to Promote an Ongoing Learning When Lecturing General Physics in the Physics, Mathematics and Electronic Engineering Programmes at the University of the Basque Country UPV/EHU

ERIC Educational Resources Information Center

López, Gabriel A.; Sáenz, Jon; Leonardo, Aritz; Gurtubay, Idoia G.

2016-01-01

The "Moodle" platform has been used to put into practice an ongoing evaluation of the students' Physics learning process. The evaluation has been done on the frame of the course General Physics, which is lectured during the first year of the Physics, Mathematics and Electronic Engineering Programmes at the Faculty of Science and…

Ensuring the success of women faculty at AMCs: lessons learned from the National Centers of Excellence in Women's Health.

PubMed

Morahan, P S; Voytko, M L; Abbuhl, S; Means, L J; Wara, D W; Thorson, J; Cotsonas, C E

2001-01-01

Since the early 1970s, the numbers of women entering medical school and, subsequently, academic medicine have increased substantially. However, women faculty have not advanced at the expected rate to senior academic ranks or positions of leadership. In 1996, to counter this trend, the U.S. Department of Health and Human Services (DHHS) Office on Women's Health included women's leadership as a required component of the nationally funded Centers of Excellence in Women's Health to identify effective strategies and initiate model programs to advance women faculty in academic medicine. The authors describe the experience of Centers at seven U.S. medical schools in initiating and sustaining leadership programs for women. The processes used for program formation, the current programmatic content, and program evaluation approaches are explained. Areas of success (e.g., obtaining support from the institution's leaders) and difficulties faced in maintaining an established program (such as institutional fiscal constraints and the diminishing time available to women to participate in mentoring and leadership activities) are reviewed. Strategies to overcome these and other difficulties (e.g., prioritize and tightly focus the program with the help of an advisory group) are proposed. The authors conclude by reviewing issues that programs for women in academic medicine will increasingly need to focus on (e.g., development of new kinds of skills; issues of recruitment and retention of faculty; and increasing faculty diversity).

Applying the Concept of Trustworthiness to the Evaluation of a Clinical Program.

ERIC Educational Resources Information Center

Barzansky, Barbara; And Others

An attending tutor program designed to increase faculty-student contact within an Obstetrics and Gynecology clerkship was evaluated. Sessions were observed, written documents were reviewed, and faculty and students were interviewed in order to determine if the program was meeting its goals. Based on the evaluation data, the program was…

A New Tool for Identifying Research Standards and Evaluating Research Performance

ERIC Educational Resources Information Center

Bacon, Donald R.; Paul, Pallab; Stewart, Kim A.; Mukhopadhyay, Kausiki

2012-01-01

Much has been written about the evaluation of faculty research productivity in promotion and tenure decisions, including many articles that seek to determine the rank of various marketing journals. Yet how faculty evaluators combine journal quality, quantity, and author contribution to form judgments of a scholar's performance is unclear. A…

The Effect of Student Evaluations on Faculty Performance

ERIC Educational Resources Information Center

Hartford, Kenneth M.

2017-01-01

The purpose of this study was to understand the behavior of professors as a consequence of receiving student evaluations. To address this purpose, a single research question directed this study: In what ways and to what extent might faculty compromise good pedagogical practices for positive student evaluations of teaching? A qualitative research…

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

Integrating a New Medicinal Chemistry and Pharmacology Course Sequence into the PharmD Curriculum

PubMed Central

Engels, Melanie; Garcia, George

2015-01-01

Objective. To evaluate the implementation of an integrated medicinal chemistry/pharmacology course sequence and its alignment with a therapeutics series. Design. Each topic was divided into modules consisting of 2-hour blocks, and the content was integrated and aligned with the therapeutics series. Recitation sessions emphasizing application skills in an interactive environment followed each of three 2-hour blocks. To ensure that students achieved competency in each unit, students failing any unit examination were encouraged to undergo remediation. Assessment. Student feedback was collected by an independent researcher through social media and focus groups and relayed anonymously to course directors for midcourse improvements. Responses from surveys, interviews, and student ratings of faculty members and of courses were used to implement changes for future editions of the courses. Conclusion. The majority of students and faculty members felt the integration and alignment processes were beneficial changes to the curriculum. Elements of the new sequence, including remediation, were viewed positively by students and faculty members as well. PMID:25741029

Students helping students: vertical peer mentoring to enhance the medical school experience.

PubMed

Andre, Christine; Deerin, Jessica; Leykum, Luci

2017-05-02

Effective mentoring is an important component of medical student professional development. We provide a description of the mentoring program at our institution. Our institution UTHSCSA implemented a student-advising program (Veritas) with clinical faculty mentors and senior students (MiMs). The MiMs provided vertical peer mentoring to more junior students as an adjunct to faculty advising. The MiMs lead small group discussions that foster camaraderie, share academic and career information and promote professional identity. An optional MiM elective more intensively develops mentorship and leadership skills through a formal curriculum. The authors used annual survey data of all students as well as student mentors to evaluate program effectiveness. Overall, student perception of the program improved each year across multiple domains, including feeling more prepared, supported and satisfied with their overall experience in medical school. Student mentors also found the process rewarding and helpful to their future careers as physicians. The authors suggest implementing a vertical peer-mentoring program can be an effective adjunct to faculty mentoring.

A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes.

PubMed

Onyura, Betty; Ng, Stella L; Baker, Lindsay R; Lieff, Susan; Millar, Barbara-Ann; Mori, Brenda

2017-03-01

Demonstrating the impact of faculty development, is an increasingly mandated and ever elusive goal. Questions have been raised about the adequacy of current approaches. Here, we integrate realist and theory-driven evaluation approaches, to evaluate an intensive longitudinal program. Our aim is to elucidate how faculty development can work to support a range of outcomes among individuals and sub-systems in the academic health sciences. We conducted retrospective framework analysis of qualitative focus group data gathered from 79 program participants (5 cohorts) over a 10-year period. Additionally, we conducted follow-up interviews with 15 alumni. We represent the interactive relationships among contexts, mechanisms, and outcomes as a "mandala" of faculty development. The mandala illustrates the relationship between the immediate program context, and the broader institutional context of academic health sciences, and identifies relevant change mechanisms. Four primary mechanisms were collaborative-reflection, self-reflection and self-regulation, relationship building, and pedagogical knowledge acquisition. Individual outcomes, including changed teaching practices, are described. Perhaps most interestingly, secondary mechanisms-psychological and structural empowerment-contributed to institutional outcomes through participants' engagement in change leadership in their local contexts. Our theoretically informed evaluation approach models how faculty development, situated in appropriate institutional contexts, can trigger mechanisms that yield a range of benefits for faculty and their institutions. The adopted methods hold potential as a way to demonstrate the often difficult-to-measure outcomes of educational programs, and allow for critical examination as to how and whether faculty development programs can accomplish their espoused goals.

Designing an orientation program for new faculty.

PubMed

Holyfield, Lavern J; Berry, Charles W

2008-12-01

The Faculty Development Committee (FDC) at Baylor College of Dentistry (BCD) is charged with providing programs and activities that facilitate the success of existing faculty in the constantly changing environment of academia. In response to concerns regarding the challenges wrought by current and projected shortages of dental faculty across the nation, the FDC was prompted to assess development opportunities available to BCD faculty. A professional development resource that we found deficient was a formal, comprehensive orientation program for newly hired faculty. To guide the efforts of the committee in developing this program, a survey was designed and administered during an annual faculty retreat. Respondents were new and junior faculty, senior faculty, and some administrators. The results of the survey to determine requirements for new faculty orientation became the basis for formalizing BCD's new faculty orientation program. This article provides an overview of the new faculty orientation process from design to program implementation and describes the development and use of a faculty survey to determine the fundamental elements of a faculty development program, identification of essential individuals for designing/implementing the program, and implementation of a new faculty orientation program at BCD.

Moving beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

ERIC Educational Resources Information Center

Chen, Ken-Zen; Lowenthal, Patrick R.; Bauer, Christine; Heaps, Allan; Nielsen, Crystal

2017-01-01

Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this…

A Case Study for Evaluating the Diffusion of Computing Technology in Teaching Undergraduates by a Faculty in a Journalism and Mass Communication Program.

ERIC Educational Resources Information Center

Terry, Janet L.; Geske, Joel

A case study investigated how journalism and mass communication faculty members diffused and used computing technology in teaching. Subjects, 21 tenured and tenure-track faculty members in a mid-sized journalism and mass communication department, completed an indepth questionnaire designed to measure the general attitude of the faculty towards…

The design process of a multimodal module that synthesized knowledge across nursing courses.

PubMed

Wolf, Linda; Rutar, Pamela; Delgado, Cheryl; Niederriter, Joan

2017-05-01

Nursing faculty are being challenged to increase the use of technology in the classroom. Use of technology addresses multiple learning styles, increases student engagement, encourages active learning and improves students' attention. Evaluate student satisfaction to a faculty designed multimedia teaching strategy. Cross sectional design with data collected over six semesters from six cohorts of nursing students. An urban university in the Midwest United States. 154 sophomore generic and accelerated BSN students enrolled in Fundamentals of Nursing; Ninety-nine participants were female (66.9%) and 49 (31.8%) were male. Eighty-three percent were less than 20years to 30years in age. A multimedia teaching strategy developed by three faculty integrating narrated case study, questioning and animation of skills and pathophysiology was implemented during the class session on infection control. At the conclusion, questionnaires were distributed to collect evaluation data. 120 students (77.9%) stated that the animated pathophysiology helped them understand the pathophysiological processes better than lecture alone. When combined with lecture, 121 students or 78.6% reported a better understanding of the material than if presented as lecture alone. 123 (79.9%) of the students stated that watching the animated video improved their understanding of the lecture content. As stated by one student, "I liked the visualization because it helped me further understand the material." 104 (67.5%) stated that presenting course content from multiple courses into one format facilitated the importance of these courses; "I liked that different aspect[s] of nursing were brought together." Use of multimedia in the classroom engages students in the learning process by actively involving students in the learning process as well as facilitating the delivery of difficult course content. Overall, students voiced a preference for all instructional materials to be presented in an animated format. Copyright © 2017 Elsevier Ltd. All rights reserved.

Academic Primer Series: Five Key Papers Fostering Educational Scholarship in Junior Academic Faculty.

PubMed

Chan, Teresa M; Gottlieb, Michael; Fant, Abra L; Messman, Anne; Robinson, Daniel W; Cooney, Robert R; Papanagnou, Dimitrios; Yarris, Lalena M

2016-09-01

Scholarship is an essential part of academic success. Junior faculty members are often unfamiliar with the grounding literature that defines educational scholarship. In this article, the authors aim to summarize five key papers which outline education scholarship in the setting of academic contributions for emerging clinician educators. The authors conducted a consensus-building process to generate a list of key papers that describe the importance and significance of academic scholarship, informed by social media sources. They then used a three-round voting methodology, akin to a Delphi study, to determine the most useful papers. A summary of the five most important papers on the topic of academic scholarship, as determined by this mixed group of junior faculty members and faculty developers, is presented in this paper. These authors subsequently wrote a summary of these five papers and discussed their relevance to both junior faculty members and faculty developers. Five papers on education scholarship, deemed essential by the authors' consensus process, are presented in this paper. These papers may help provide the foundational background to help junior faculty members gain a grasp of the academic scholarly environment. This list may also inform senior faculty and faculty developers on the needs of junior educators in the nascent stages of their careers.

Academic Primer Series: Five Key Papers Fostering Educational Scholarship in Junior Academic Faculty

PubMed Central

Chan, Teresa M.; Gottlieb, Michael; Fant, Abra L.; Messman, Anne; Robinson, Daniel W.; Cooney, Robert R.; Papanagnou, Dimitrios; Yarris, Lalena M.

2016-01-01

Introduction Scholarship is an essential part of academic success. Junior faculty members are often unfamiliar with the grounding literature that defines educational scholarship. In this article, the authors aim to summarize five key papers which outline education scholarship in the setting of academic contributions for emerging clinician educators. Methods The authors conducted a consensus-building process to generate a list of key papers that describe the importance and significance of academic scholarship, informed by social media sources. They then used a three-round voting methodology, akin to a Delphi study, to determine the most useful papers. Results A summary of the five most important papers on the topic of academic scholarship, as determined by this mixed group of junior faculty members and faculty developers, is presented in this paper. These authors subsequently wrote a summary of these five papers and discussed their relevance to both junior faculty members and faculty developers. Conclusion Five papers on education scholarship, deemed essential by the authors’ consensus process, are presented in this paper. These papers may help provide the foundational background to help junior faculty members gain a grasp of the academic scholarly environment. This list may also inform senior faculty and faculty developers on the needs of junior educators in the nascent stages of their careers. PMID:27625714

Missed opportunities: a descriptive assessment of teaching and attitudes regarding communication skills in a surgical residency.

PubMed

Hutul, Olivia A; Carpenter, Robert O; Tarpley, John L; Lomis, Kimberly D

2006-01-01

The Accreditation Council for Graduate Medical Education (ACGME) requires that "residents must be able to demonstrate interpersonal and communication skills that result in effective information exchange and teaming with patients, their patients' families, and professional associates." The authors sought to assess current methods of teaching and attitudes regarding communication skills in their surgical residency. After obtaining Institutional Review Board (IRB) exemption, voluntary anonymous surveys were completed by a sample of convenience at the Vanderbilt University Medical Center: surgical residents at Grand Rounds and attending surgeons in a faculty meeting. Data were evaluated from 49 respondents (33 of 75 total surgical residents, 16 representative attending surgeons). One hundred percent of respondents rated the importance of communication to the successful care of patients as "4" or "5" of 5. Direct attending observation of residents communicating with patients/families was confirmed by residents and faculty. Residents reported varying levels of comfort with different types of conversations. Residents were "comfortable" or "very comfortable" as follows: obtaining informed consent, 91%; reporting operative findings, 64%; delivering bad news, 61%; conducting a family conference, 40%; discussing do not resuscitate (DNR) orders, 36%; and discussing transition to comfort care, 24%. Resident receptiveness to communication skills education varied with proposed venues: 84% favored teaching in the course of routine clinical care, 52% via online resources, and 46% in workshops. Residents were asked how frequently they received feedback specific to their communication skills during the past 6 months: Most residents reported 0 (39%) or 1 (21%) feedback episode. Only 30% of resident respondents reported receiving feedback that they perceived helpful. Attending surgeons reported that they did provide residents feedback specific to their communication skills. When asked to estimate the number of feedback episodes in the last 6 months, 16 faculty members reported a total of 67 feedback episodes, whereas 33 residents reported a total of only 24 episodes. Most faculty members rated their comfort with providing feedback specific to communication skills as "very comfortable" (56%) or "comfortable" (19%). "Time constraints" was the most frequently cited barrier to teaching communication skills. Communication skills are valued as integral to patient care by both residents and faculty in this study. Residents are most receptive to teaching of communication skills in the clinical setting. Faculty members report they are providing feedback to residents. Although residents report direct observation by faculty, currently only a minority (30%) are receiving feedback regarding communication that they consider helpful. A need exists to facilitate the feedback process to resolve this discrepancy. The authors propose that an evaluation instrument regarding communication skills may strengthen the feedback process.

Student and faculty perceptions of problem-based learning on a family medicine clerkship.

PubMed

McGrew, M C; Skipper, B; Palley, T; Kaufman, A

1999-03-01

The value of problem-based learning (PBL) in the preclinical years of medical school has been described widely in the literature. This study evaluates student and faculty perceptions of PBL during the clinical years of medical school, on a family medicine clerkship. Students used a 4-point scale to rate clerkship educational components on how well learning was facilitated. Faculty narratives of their perceptions of PBL were reviewed. Educational components that involved active learning by students--clinical activity, independent learning, and PBL tutorials--were ranked highest by students. Faculty perceived that PBL on the clerkship simulated "real-life" learning, included more behavioral and population issues, and provided substantial blocks of student contact time for improved student evaluation. Students and faculty in a family medicine clerkship ranked PBL sessions higher than any other nonclinical component of the clerkship. In addition to providing students with opportunities for self-directed learning, the PBL sessions provide faculty with more contact time with students, thereby enhancing the assessment of students' learning and progress.

Early Experiences After Adopting a Quality Improvement Portfolio Into the Academic Advancement Process.

PubMed

Sehgal, Niraj L; Neeman, Naama; King, Talmadge E

2017-01-01

Academic medical centers (AMCs) and their academic departments are increasingly assuming leadership in the education, science, and implementation of quality improvement (QI) and patient safety efforts. Fostering, recognizing, and promoting faculty leading these efforts is challenging using traditional academic metrics for advancement. The authors adapted a nationally developed QI portfolio, adopted it into their own department's advancement process in 2012, and tracked its utilization and impact over the first two years of implementation. Sixty-seven QI portfolios were submitted with 100% of faculty receiving their requested academic advancement. Women represented 60% of the submitted portfolios, while the Divisions of General Internal Medicine and Hospital Medicine accounted for 60% of the submissions. The remaining 40% were from faculty in 10 different specialty divisions. Faculty attitudes about the QI portfolio were overwhelmingly positive, with 83% agreeing that it "was an effective tool for helping to better recognize faculty contributions in QI work" and 85% agreeing that it "was an effective tool for elevating the importance of QI work in our department." The QI portfolio was one part of a broader effort to create opportunities to recognize and support faculty involved in improvement work. Further adapting the tool to ensure that it complements-rather than duplicates-other elements of the advancement process is critical for continued utilization by faculty. This will also drive desired dissemination to other departments locally and other AMCs nationally who are similarly committed to cultivating faculty career paths in systems improvement.

GSBPP CAPSTONE REVIEW

DTIC Science & Technology

2016-12-01

including the GSBPP exit survey , archived GSBPP capstones, faculty advisement data, faculty interviews, and a new GSBPP student survey in order to detail...analysis from multiple sources, including the GSBPP exit survey , archived GSBPP capstones, faculty advisement data, faculty interviews, and a new...GSBPP student survey in order to detail the capstone’s process, content, and value to multiple stakeholders. The project team also employs the Plan-Do

Mutual Investigation about Study Process Approach of Physical Education and Sports Faculty and Students of Faculty of Education

ERIC Educational Resources Information Center

Demirel, Duygu Harmandar

2015-01-01

This study was conducted to examine the differences between the study approach of students studying in Physical Education and Faculties of Education. For the study, Dumlupinar University School of Physical Education and Sports and Faculty of Education students were voluntarily participated to the study. As a data collection tool, conducted with…

German MedicalTeachingNetwork (MDN) implementing national standards for teacher training.

PubMed

Lammerding-Koeppel, M; Ebert, T; Goerlitz, A; Karsten, G; Nounla, C; Schmidt, S; Stosch, C; Dieter, P

2016-01-01

An increasing demand for proof of professionalism in higher education strives for quality assurance (QA) and improvement in medical education. A wide range of teacher trainings is available to medical staff in Germany. Cross-institutional approval of individual certificates is usually a difficult and time consuming task for institutions. In case of non-acceptance it may hinder medical teachers in their professional mobility. The faculties of medicine aimed to develop a comprehensive national framework, to promote standards for formal faculty development programmes across institutions and to foster professionalization of medical teaching. Addressing the above challenges in a joint approach, the faculties set up the national MedicalTeacherNetwork (MDN). Great importance is attributed to work out nationally concerted standards for faculty development and an agreed-upon quality control process across Germany. Medical teachers benefit from these advantages due to portability of faculty development credentials from one faculty of medicine to another within the MDN system. The report outlines the process of setting up the MDN and the national faculty development programme in Germany. Success factors, strengths and limitations are discussed from an institutional, individual and general perspective. Faculties engaged in similar developments might be encouraged to transfer the MDN concept to their countries.

The writing retreat: a high-yield clinical faculty development opportunity in academic writing.

PubMed

Cable, Christian T; Boyer, Debra; Colbert, Colleen Y; Boyer, Edward W

2013-06-01

The need for consistent academic productivity challenges junior clinician-scholars, who often lack the aptitude to ensure efficient production of manuscripts. To solve this problem, an academic division of a major medical center developed an off-site writing retreat. The purpose of the retreat was not to teach writing skills, but to offer senior mentor assistance with a focus on the elements of manuscript writing. The retreat paired senior faculty members with junior staff. Senior faculty identified manuscript topics and provided real-time writing and editing supervision. Team-building exercises, midcourse corrections, and debriefing interviews were built into the retreat. The number of manuscripts and grant proposals generated during the 2008-2011 retreats was recorded, and the program was evaluated by using unstructured debriefing interviews. An average of 6 to 7 faculty members and fellows participated in each retreat. During the past 4 years, participants produced an average of 3 grant proposals and 7 manuscripts per retreat. After the writing retreat, each fellow and junior faculty member produced an average of 4 scholarly products per year, compared to fewer than 2 for prior years' retreats. Participant feedback indicated the success of the retreat resulted from protected time, direct mentorship by the scholars involved, and pairing of authors, which allows for rapid production of manuscripts and accelerated the editing process. More than 80% of mentors returned each year to participate. The writing retreat is a feasible, effective strategy to increase scholarship among faculty, acceptable to mentees and mentors, and sustainable over time.

Adapting industry-style business model to academia in a system of Performance-based Incentive Compensation.

PubMed

Reece, E Albert; Nugent, Olan; Wheeler, Richard P; Smith, Charles W; Hough, Aubrey J; Winter, Charles

2008-01-01

Performance-Based Incentive Compensation (PBIC) plans currently prevail throughout industry and have repeatedly demonstrated effectiveness as powerful motivational tools for attracting and retaining top talent, enhancing key indicators, increasing employee productivity, and, ultimately, enhancing mission-based parameters. The University of Arkansas for Medical Sciences (UAMS) College of Medicine introduced its PBIC plan to further the transition of the college to a high-performing academic and clinical enterprise. A forward-thinking compensation plan was progressively implemented during a three-year period. After the introduction of an aggressive five-year vision plan in 2002, the college introduced a PBIC plan designed to ensure the retention and recruitment of high-quality faculty through the use of uncapped salaries that reflect each faculty member's clinical, research, and education duties. The PBIC plan was introduced with broad, schoolwide principles adaptable to each department and purposely flexible to allow for tailor-made algorithms to fit the specific approaches required by individual departments. As of July 2006, the college had begun to reap a variety of short-term benefits from Phase I of its PBIC program, including increases in revenue and faculty salaries, and increased faculty morale and satisfaction.Successful implementation of a PBIC plan depends on a host of factors, including the development of a process for evaluating performance that is considered fair and reliable to the entire faculty. The college has become more efficient and effective by adopting such a program, which has helped it to increase overall productivity. The PBIC program continues to challenge our faculty members to attain their highest potential while rewarding them accordingly.

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures

PubMed Central

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MERLIN-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum. PMID:28293674

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures.

PubMed

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER LIN -database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum.

A critical review of current nursing faculty practice.

PubMed

Sawyer, M J; Alexander, I M; Gordon, L; Juszczak, L J; Gilliss, C

2000-12-01

To critically examine the current literature on nursing faculty practice, using the National Organization of Nurse Practitioner Faculties (NONPF) Guidelines for Evaluation of Faculty Practice, and to examine faculty practice models' strengths, weaknesses, and barriers. Thirty-five articles describing models of faculty practice were identified through an exhaustive search on CINAHL and Medline. Two NONPF monographs on nursing faculty practice were used as guidelines for the critical review. Faculty practice has become an integral component of faculty-role expectations at many schools of nursing. Workload, especially without adequate compensation, remains a hindrance to practice. The value of faculty practice time and expertise has not been sufficiently demonstrated. Integration of practitioner, educator and researcher roles remains extremely difficult and sometimes elusive. Faculty practice offers many advantages to schools of nursing, including educational and research opportunities for faculty and students, as well as practice sites and affordable community healthcare. Providing health care in the community presents an opportunity for independent and collaborative practice. To fully utilize the great research opportunities provided by faculty practice, more emphasis must be placed on gathering and analyzing descriptive data.

Evolution of faculty affairs and faculty development offices in U.S. medical schools: a 10-year follow-up survey.

PubMed

Sonnino, Roberta E; Reznik, Vivian; Thorndyke, Luanne A; Chatterjee, Archana; Ríos-Bedoya, Carlos F; Mylona, Elza; Nelson, Kathleen G; Weisman, Carol S; Morahan, Page S; Wadland, William C

2013-09-01

To determine how U.S. MD-granting medical schools manage, fund, and evaluate faculty affairs/development functions and to determine the evolution of these offices between 2000 and 2010. In December 2010, the authors invited faculty affairs designees at 131 U.S. MD-granting medical schools to complete a questionnaire developed by the Association of American Medical Colleges Group on Faculty Affairs, based on a 2000 survey. Schools were asked about core functions, budget, staffing, and performance metrics. The authors analyzed the data using descriptive statistics. A total of 111 schools (84.7%) responded. Fifty percent of the offices were established since 2000. Seventy-eight percent reported their top core function as administrative support for appointments, promotions, and tenure, as in 2000. Faculty policies, appointments, databases, governance support, grievance proceedings, management issues, and annual trend analyses continued as major functions. All 11 core functions identified in 2000 remain predominantly provided by central offices of faculty affairs, except support of major leadership searches. Web site communication emerged as a new core function. Similar to 2000, several other offices were responsible for some faculty development functions. Office size and budget correlated positively with size of the faculty and age of the office (P < .05 for all). Thirty-five schools (31.5%) reported formally evaluating their faculty affairs office. The number of faculty affairs offices and their responsibilities have substantially increased since 2000. Most major core functions have not changed. These offices are now an established part of the central administration of most medical schools.

Perceptions and use of iPad technology by pharmacy practice faculty members.

PubMed

DiVall, Margarita V; Zgarrick, David P

2014-04-17

To explore the potential of tablet technology to address the specific workload challenges of pharmacy practice faculty members and to evaluate tablet usage after a department-wide iPad initiative. After conducting a needs assessment to determine pharmacy faculty attitudes towards tablet technology and to identify potential usage scenarios, all faculty members in a department of pharmacy practice received an iPad. After iPad distribution, training sessions and virtual tutorials were provided. An anonymous survey was administered to evaluate the pilot. The needs assessment survey revealed positive attitudes towards iPad technology, identified use scenarios, and led to a department-wide iPad pilot program. Most faculty members used iPads for connectivity with students (86%), paper/project annotation (68%), assessment (57%), and demonstration of tools used in practice (36%). For teaching, 61% of faculty members used iPads in seminars/laboratories, 57% used iPads in the experiential setting, and 43% used iPads in the classroom. Use of iPads for patient-care activities varied and depended on site support for mobile technology. The 23 faculty members with external practice sites used iPads to a greater extent and had more positive attitudes towards this technology compared with campus-based faculty members. Integration of tablet technology into the pharmacy education setting resulted in faculty-reported increased productivity and decreased paper waste. It also allowed faculty members to experiment with new teaching strategies in the classroom and experiential setting. Administrators at institutions exploring the use of tablet technology should allocate resources based on faculty needs and usage patterns.

Faculty Evaluation of Educational Strategies in Medical Schools.

ERIC Educational Resources Information Center

Das, Mandira; And Others

1994-01-01

This study sought to evaluate faculty opinion of existing medical curricula in two medical schools in different countries in terms of six educational strategies using the "SPICES continuum." Significant differences between existing educational plans of the two medical schools were identified. (LZ)

Adapting the McMaster-Ottawa scale and developing behavioral anchors for assessing performance in an interprofessional Team Observed Structured Clinical Encounter.

PubMed

Lie, Désirée; May, Win; Richter-Lagha, Regina; Forest, Christopher; Banzali, Yvonne; Lohenry, Kevin

2015-01-01

Current scales for interprofessional team performance do not provide adequate behavioral anchors for performance evaluation. The Team Observed Structured Clinical Encounter (TOSCE) provides an opportunity to adapt and develop an existing scale for this purpose. We aimed to test the feasibility of using a retooled scale to rate performance in a standardized patient encounter and to assess faculty ability to accurately rate both individual students and teams. The 9-point McMaster-Ottawa Scale developed for a TOSCE was converted to a 3-point scale with behavioral anchors. Students from four professions were trained a priori to perform in teams of four at three different levels as individuals and teams. Blinded faculty raters were trained to use the scale to evaluate individual and team performances. G-theory was used to analyze ability of faculty to accurately rate individual students and teams using the retooled scale. Sixteen faculty, in groups of four, rated four student teams, each participating in the same TOSCE station. Faculty expressed comfort rating up to four students in a team within a 35-min timeframe. Accuracy of faculty raters varied (38-81% individuals, 50-100% teams), with errors in the direction of over-rating individual, but not team performance. There was no consistent pattern of error for raters. The TOSCE can be administered as an evaluation method for interprofessional teams. However, faculty demonstrate a 'leniency error' in rating students, even with prior training using behavioral anchors. To improve consistency, we recommend two trained faculty raters per station.

Fostering professional formation in residency: development and evaluation of the "forum" seminar series.

PubMed

Nothnagle, Melissa; Reis, Shmuel; Goldman, Roberta E; Anandarajah, Gowri

2014-01-01

Residency training is a critical time for physicians' professional formation. However, few structured interventions exist to support residents in this transformative process of integrating personal and professional values, a process that is essential to physician identity formation and preservation of core values such as service and compassion. The authors created a seminar series, the "Forum," to support resident professional formation and address the hidden curriculum as part of a larger intervention to support self-directed learning skills such as goal setting and reflection. Ninety-minute sessions with senior residents and faculty held every other month include opportunities for individual reflection, small- and large-group discussion, and brief didactic components focused on skills such as teaching and leadership. The qualitative program evaluation included analyses of individual semistructured interviews with resident and faculty participants from 2008 to 2011 and of notes recorded by an observer during the 1st year's sessions. Residents appreciated the focus on relevant issues, presence of faculty, opportunities for reflection and interactivity, and inclusion of practical skills. Effects attributed to the Forum included gaining practical skills, feeling a deeper connection to one another and a sense of community, and recognizing progress in their own professional development and growth. Elements described in the literature as essential to professional formation, including encouraging reflection, use of narrative, role modeling, addressing the hidden curriculum, and fostering an authentic community, were recognized by participants as integral to the Forum's success. A group forum for reflection and discussion with peers and role models, tailored to local needs, offers an effective structure to foster professional formation in residency.

Changing the course of geriatrics education: an evaluation of the first cohort of Reynolds geriatrics education programs.

PubMed

Reuben, David B; Bachrach, Peter S; McCreath, Heather; Simpson, Deborah; Bragg, Elizabeth J; Warshaw, Gregg A; Snyder, Rani; Frank, Janet C

2009-05-01

To describe geriatric training initiatives implemented as a result of Reynolds Foundation grants awarded in 2001 (and concluding in 2005) and evaluate the resulting structure, process, and outcome changes. Cross-sectional survey of program directors at 10 academic institutions augmented by review of reports and secondary analyses of existing databases to identify structural and process measures of curriculum implementation, participation rates, and students' responses to Association of American Medical Colleges Medical School Graduation Questionnaires about geriatrics training. All 10 institutions reported structural changes, including newly developed or revised geriatric rotations or courses for their trainees. Most used online Internet educational materials, sent students to new training venues, incorporated geriatric case discussions, implemented standardized patients, and used digital media. On average, each institution trained more than 1,000 medical students, 500 residents, 100 faculty, and 700 nonfaculty community physicians during the award period. Reynolds institutions also provided geriatrics training across 22 non-primary-care disciplines. Eight schools implemented formal faculty development programs. By 2005, students at Reynolds-supported schools reported higher levels of geriatrics/gerontology education and more exposure to expert geriatric care by the attending faculty compared with students at non-Reynolds schools. Innovations and products were disseminated via journal publications, conference presentations, and the Portal of Geriatric Online Education. The investment of extramural and institutional funds in geriatrics education has substantially influenced undergraduate, graduate, and practicing physician education at Reynolds-supported schools. The full impact of these programs on care of older persons will not be known until these trainees enter practice and educational careers.

New Challenges Facing Small Undergraduate Departments And The Role Of Faculty And Administrators.

NASA Astrophysics Data System (ADS)

El-Shazly, A. K.

2003-12-01

Small geoscience departments with 5 faculty members or less in undergraduate institutions are facing serious challenges that will have a profound impact on their future, as well as the future of geoscience education. In addition to past and future budget cuts that affect all departments, small departments are more vulnerable to such problems as (i) decreased enrollments in introductory level classes, (ii) small number of geology majors, (iii) small number of graduates per year (iv) lack or paucity of equipment necessary for faculty and student research, (v) limited opportunities for external funding, (vi) need to offer upper division classes on an alternate year basis, (vii) difficulty in recruiting and retaining students, (viii) high teaching loads for faculty, and (ix) designing rigorous curricula based on 120 credit hours with a significant component of liberal art classes. These problems pose new challenges for faculty, department chairs and administrators. Faculty need to design curricula tailored to the need of the job market, without compromising rigor or the quality of the program. New classes/ concentrations in environmental science, hydrogeology and geographical information systems should be offered, and traditional classes in petrology, geophysics and tectonics should be maintained. Classes in Physics, Chemistry and Math should be core requirements. Student involvement in research should be encouraged at an early stage (sophomore/ junior levels). Department chairs need to assign duties in their department carefully to capitalize on the strengths of their faculty: faculty with strong research backgrounds should be helped in their efforts to pursue external funding opportunities, whereas those with strong teaching abilities should be evaluated primarily on their performance in the classroom. Student credit hour production should not be used as a criterion for evaluating faculty. Administrators should evaluate programs and departments based on the success of their graduates in the workplace/ graduate school, not their numbers, and the quality of faculty research and its impact on attracting new majors and acquisition of funds.

[Strive, plan and reach the "Summit": the Faculty Development Program at the Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel Institute of Technology].

PubMed

Castel, Orit Cohen; Nave, Rachel; Ganor, Margalit; Hasson-Gilad, Dalia R; Brika, Riva

2010-04-01

In recent years, faculty development has turned into a central component of medical education and a primary instrument in qualifying physicians to be teachers and educators. The faculty development program at the Ruth & Bruce Rappaport Faculty of Medicine ("Summit" program) was established in order to improve teaching of the clinical professions, to create a community of medical teachers and educators and to develop leadership in medical education within the Faculty of Medicine. This article aims to describe the design, implementation and evaluation of the faculty development program in the Technion's Faculty of Medicine. The program was designed for a group of 20 clinical teachers, of various clinical professions, who had gained at least one year of undergraduate teaching experience and wished to develop a career in medical education. The program included seven monthly, eight-hour meetings throughout the academic year. Learning was based on small group discussions, interactive exercises, role-plays and simulations, self-directed reading and reflective writing. At the end of the final meeting, participants completed an evaluation form. Seventeen of the 20 participants (85%) graduated and received certificates. Learners' overall satisfaction was high. Graduates expressed high motivation to practice medical education within the Faculty of Medicine and reported that they gained new knowledge in medical education and skills regarding various aspects of teaching and learning, such as formulation of learning objectives, designing role plays, and providing effective feedback. The "Summit" program is an innovative initiative in the field of medical education in Israel. The program had a significant impact on participants' knowledge, teaching skills and attitudes. In order to ensure implementation of the acquired tools and skills, its shortterm and long-term effects on teaching behavior and the learning climate have yet to be demonstrated. In addition, it is necessary to check if the program affected the faculty as an organization, promoted changes in curricula, teaching and evaluation methods.

Evaluation of a Community College's Nursing Faculty Advising Program Relative to Students' Satisfaction and Retention

ERIC Educational Resources Information Center

Harrell, Johnna C.; Reglin, Gary

2018-01-01

Problem was the community college recognized a decline in student retention rates from 2009 to 2012 in the School of Nursing. Purpose of this program evaluation was to evaluate a faculty advising program (FAP) in the School of Nursing at a community college in regard to students' satisfaction and retention. Evaluation period was from Fall 2012 to…

Faculty Perceptions of Online Accounting Coursework

ERIC Educational Resources Information Center

Grossman, Amanda M.; Johnson, Leigh R.

2015-01-01

The perceptions of faculty members, who design and evaluate online accounting coursework content, are an important consideration in determining the quality inherent in such content. This study reports the results of a survey which examines accounting faculty members' attitudes towards online education (measured as their willingness to accept…

Blended Learning: A Dangerous Idea?

ERIC Educational Resources Information Center

Moskal, Patsy; Dziuban, Charles; Hartman, Joel

2013-01-01

The authors make the case that implementation of a successful blended learning program requires alignment of institutional, faculty, and student goals. Reliable and robust infrastructure must be in place to support students and faculty. Continuous evaluation can effectively track the impact of blended learning on students, faculty, and the…

Evaluation of Faculty Performance in Extension and Service. AIR 1989 Annual Forum Paper.

ERIC Educational Resources Information Center

Montgomery, James R.; And Others

A widespread perception exists that faculty with public service or extension activities are not treated equitably either in annual evaluations for merit salary increases or in peer evaluation for promotion. To determine the items considered important in making personnel decisions in extension and service areas, a survey was sent to chief academic…

Efficiency at Faculties of Economics in the Czech Public Higher Education Institutions: Two Different Approaches

ERIC Educational Resources Information Center

Flégl, Martin; Vltavská, Kristýna

2013-01-01

The paper evaluates research and teaching efficiency at faculties of economics in the public higher education institutions in the Czech Republic. Evaluation is provided in two periods between the years 2006-2010 and 2007-2011. For this evaluation the Data Envelopment Analysis and Index approach are used. Data Envelopment Analysis measures research…

Differences in Student Evaluations of Limited-Term Lecturers and Full-Time Faculty

ERIC Educational Resources Information Center

Cho, Jeong-Il; Otani, Koichiro; Kim, B. Joon

2014-01-01

This study compared student evaluations of teaching (SET) for limited-term lecturers (LTLs) and full-time faculty (FTF) using a Likert-scaled survey administered to students (N = 1,410) at the end of university courses. Data were analyzed using a general linear regression model to investigate the influence of multi-dimensional evaluation items on…

A method for evaluating competency in assessment and management of suicide risk.

PubMed

Hung, Erick K; Binder, Renée L; Fordwood, Samantha R; Hall, Stephen E; Cramer, Robert J; McNiel, Dale E

2012-01-01

Although health professionals increasingly are expected to be able to assess and manage patients' risk for suicide, few methods are available to evaluate this competency. This report describes development of a competency-assessment instrument for suicide risk-assessment (CAI-S), and evaluates its use in an objective structured clinical examination (OSCE). The authors developed the CAI-S on the basis of the literature on suicide risk-assessment and management, and consultation with faculty focus groups from three sites in a large academic psychiatry department. The CAI-S structures faculty ratings regarding interviewing and data collection, case formulation and presentation, treatment-planning, and documentation. To evaluate the CAI-S, 31 faculty members used it to rate the performance of 31 learners (26 psychiatric residents and 5 clinical psychology interns) who participated in an OSCE. After interviewing a standardized patient, learners presented their risk-assessment findings and treatment plans. Faculty used the CAI-S to structure feedback to the learners. In a subsidiary study of interrater reliability, six faculty members rated video-recorded suicide risk-assessments. The CAI-S showed good internal consistency, reliability, and interrater reliability. Concurrent validity was supported by the finding that CAI-S ratings were higher for senior learners than junior learners, and were higher for learners with more clinical experience with suicidal patients than learners with less clinical experience. Faculty and learners rated the method as helpful for structuring feedback and supervision. The findings support the usefulness of the CAI-S for evaluating competency in suicide risk-assessment and management.

Teacher Education Faculty and Computer Competency.

ERIC Educational Resources Information Center

Barger, Robert N.; Armel, Donald

A project was introduced in the College of Education at Eastern Illinois University to assist faculty, through inservice training, to become more knowledgeable about computer applications and limitations. Practical needs of faculty included word processing, statistical analysis, database manipulation, electronic mail, file transfers, file…

Post-vision and change: do we know how to change?

PubMed

D'Avanzo, Charlene

2013-01-01

The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the "vision" but lack research-based models and evidence needed to guide the "change." To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students' understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty-development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired "change."

Enhancing Teaching Effectiveness Using Experiential Techniques: Model Development and Empirical Evaluation.

ERIC Educational Resources Information Center

Wagner, Richard J.; And Others

In U.S. colleges and universities, much attention has been focused on the need to improve teaching quality and to involve students in the learning process. At the same time, many faculty members are faced with growing class sizes and with time pressures due to research demands. One useful technique is to divide the class into small groups and…

Aggregate Interview Method of ranking orthopedic applicants predicts future performance.

PubMed

Geissler, Jacqueline; VanHeest, Ann; Tatman, Penny; Gioe, Terence

2013-07-01

This article evaluates and describes a process of ranking orthopedic applicants using what the authors term the Aggregate Interview Method. The authors hypothesized that higher-ranking applicants using this method at their institution would perform better than those ranked lower using multiple measures of resident performance. A retrospective review of 115 orthopedic residents was performed at the authors' institution. Residents were grouped into 3 categories by matching rank numbers: 1-5, 6-14, and 15 or higher. Each rank group was compared with resident performance as measured by faculty evaluations, the Orthopaedic In-Training Examination (OITE), and American Board of Orthopaedic Surgery (ABOS) test results. Residents ranked 1-5 scored significantly better on patient care, behavior, and overall competence by faculty evaluation (P<.05). Residents ranked 1-5 scored higher on the OITE compared with those ranked 6-14 during postgraduate years 2 and 3 (P⩽.5). Graduates who had been ranked 1-5 had a 100% pass rate on the ABOS part 1 examination on the first attempt. The most favorably ranked residents performed at or above the level of other residents in the program; they did not score inferiorly on any measure. These results support the authors' method of ranking residents. The rigorous Aggregate Interview Method for ranking applicants consistently identified orthopedic resident candidates who scored highly on the Accreditation Council for Graduate Medical Education resident core competencies as measured by faculty evaluations, performed above the national average on the OITE, and passed the ABOS part 1 examination at rates exceeding the national average. Copyright 2013, SLACK Incorporated.

Development of a Comprehensive Communication Skills Curriculum for Pediatrics Residents.

PubMed

Peterson, Eleanor B; Boland, Kimberly A; Bryant, Kristina A; McKinley, Tara F; Porter, Melissa B; Potter, Katherine E; Calhoun, Aaron W

2016-12-01

Effective communication is an essential element of medical care and a priority of medical education. Specific interventions to teach communication skills are at the discretion of individual residency programs. We developed the Resident Communication Skills Curriculum (RCSC), a formal curriculum designed to teach trainees the communication skills essential for high-quality practice. A multidisciplinary working group contributed to the development of the RCSC, guided by an institutional needs assessment, literature review, and the Accreditation Council for Graduate Medical Education core competencies. The result was a cohesive curriculum that incorporates didactic, role play, and real-life experiences over the course of the entire training period. Methods to assess curricular outcomes included self-reporting, surveys, and periodic faculty evaluations of the residents. Curricular components have been highly rated by residents (3.95-3.97 based on a 4-point Likert scale), and residents' self-reported communication skills demonstrated an improvement over the course of residency in the domains of requesting a consultation, providing effective handoffs, handling conflict, and having difficult conversations (intern median 3.0, graduate median 4.0 based on a 5-point Likert scale, P  ≤ .002). Faculty evaluations of residents have also demonstrated improvement over time (intern median 3.0, graduate median 4.5 based on a 5-point Likert scale, P  < .001). A comprehensive, integrated communication skills curriculum for pediatrics residents was implemented, with a multistep evaluative process showing improvement in skills over the course of the residency program. Positive resident evaluations and informal comments from faculty support its general acceptance. The use of existing resources makes this curriculum feasible.

"We Are All for Diversity, but . . .": How Faculty Hiring Committees Reproduce Whiteness and Practical Suggestions for How They Can Change

ERIC Educational Resources Information Center

Sensoy, Özlem; DiAngelo, Robin

2017-01-01

Despite stated commitments to diversity, predominantly White academic institutions still have not increased racial diversity among their faculty. In this article Robin DiAngelo and Özlem Sensoy focus on one entry point for doing so--the faculty hiring process. They analyze a typical faculty hiring scenario and identify the most common practices…

Asset-Based or Burden-Based Views of Senior and Retired Faculty: How Values Translate into Culture and Shape Practice and Policies

ERIC Educational Resources Information Center

Kezar, Adrianna

2018-01-01

This chapter reviews discourses about "senior" and retired faculty. These discourses suggest a deficit or burden-based view that shapes the values and practices of faculty and department chairs. Yet retired faculty can be valuable resources and help with teaching, service, and research. A process for changing departmental views to create…

To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Volume 19.

ERIC Educational Resources Information Center

Lieberman, Devorah, Ed.; Wehlburg, Catherine, Ed.

The chapters in this collection explore current and new trends in the field of faculty development. The first section is devoted to issues that will be of interest at the beginning of the 21st century. The second section considers how students learn and the roles faculty developers play in this process. Section 3 focuses on the faculty developer's…

Faculty Research Productivity: Why Do Some of Our Colleagues Publish More than Others?

ERIC Educational Resources Information Center

Hesli, Vicki L.; Lee, Jae Mook

2011-01-01

The justification for studying faculty research productivity is that it affects individual advancement and reputation within academe, as well as departmental and institutional prestige (Creamer 1998, iii). Publication records are an important factor in faculty performance evaluations, research grant awards, and promotion and salary decisions. The…

Online Faculty Development and Assessment System (OFDAS)

ERIC Educational Resources Information Center

Villar, Luis M.; Alegre, Olga M.

2006-01-01

The rapid growth of online learning has led to the development of faculty inservice evaluation models focused on quality improvement of degree programs. Based on current "best practices" of student online assessment, the Online Faculty Development and Assessment System (OFDAS), created at the Canary Islands, was designed to serve the…

The Madness of Weighted Mean Faculty Salaries

ERIC Educational Resources Information Center

Micceri, Theodore

2009-01-01

Higher education frequently uses weighted mean faculty salaries to compare either across institutions, or to evaluate an institution's salary growth over time. Unfortunately, faculty salaries are an extraordinarily complex phenomenon that cannot be legitimately reduced to a single number any more than the academic construct of skills, knowledge,…

Award-Winning Faculty at a Faith-Based Institution

ERIC Educational Resources Information Center

Livingston, Jennifer; Jun, Alexander

2011-01-01

Exploring the development of excellent teachers could contribute to the revision of current practices in faculty recruitment, evaluation, workload expectations, and reward systems. This grounded theory study examined the professional careers of nine award-winning faculty members of a faith-based institution of higher education. The data, collected…

Factors and Strategies That Influence Faculty Involvement in Public Service

ERIC Educational Resources Information Center

Holland, Barbara A.

2016-01-01

Data from several national research and evaluation projects involving 32 diverse institutions offer insights into what motivates college-faculty involvement in public service and outreach efforts, what faculty find to be obstacles to involvement, and what institutions can do to facilitate involvement. One salient policy supporting faculty…

Expectations of Faculty, Parents, and Students for Due Process in Campus Disciplinary Hearings.

ERIC Educational Resources Information Center

Janosik, Steven M.

2001-01-01

A sample of 464 faculty members, parents, and students responded to a questionnaire that assessed their expectations for due process in campus disciplinary hearings. Respondents indicated they expected high levels of due process would be provided in suspension-level campus disciplinary hearings. The three groups differed on specific due process…

A Nursing Process Methodology.

ERIC Educational Resources Information Center

Ryan-Wenger, Nancy M.

1990-01-01

A nursing methodology developed by the faculty at The Ohio State University teaches nursing students problem-solving techniques applicable to any nursing situation. It also provides faculty and students with a basis for measuring students' progress and ability in applying the nursing process. (Author)

On Becoming Faculty Librarians: Acculturation Problems and Remedies.

ERIC Educational Resources Information Center

Mitchell, W. Bede; Morton, Bruce

1992-01-01

Discussion of the acculturation of academic librarians to faculty positions focuses on the processes of acculturation, including selection, sequestration, instruction and apprenticeship, sanctioning, certification and sponsorship, and mentoring. Difficulties with this process specific to librarians are considered, and suggestions for improving…

Quality of nursing doctoral education in seven countries: survey of faculty and students/graduates.

PubMed

Kim, Mi Ja; Park, Chang Gi; McKenna, Hugh; Ketefian, Shake; Park, So Hyun; Klopper, Hester; Lee, Hyeonkyeong; Kunaviktikul, Wipada; Gregg, Misuzu F; Daly, John; Coetzee, Siedine; Juntasopeepun, Phanida; Murashima, Sachiyo; Keeney, Sinead; Khan, Shaheen

2015-05-01

This study aimed to compare the findings of the quality of nursing doctoral education survey across seven countries and discuss the strategic directions for improving quality. No comparative evaluation of global quality of nursing doctoral education has been reported to date despite the rapid increase in the number of nursing doctoral programmes. A descriptive, cross-country, comparative design was employed. Data were collected from 2007-2010 from nursing schools in seven countries: Australia, Japan, Korea, South Africa, Thailand, UK and USA. An online questionnaire was used to evaluate quality of nursing doctoral education except for Japan, where a paper version was used. Korea and South Africa used e-mails quality of nursing doctoral education was evaluated using four domains: Programme, Faculty (referring to academic staff), Resource and Evaluation. Descriptive statistics, correlational and ordinal logistic regression were employed. A total of 105 deans/schools, 414 faculty and 1149 students/graduates participated. The perceptions of faculty and students/graduates about the quality of nursing doctoral education across the seven countries were mostly favourable on all four domains. The faculty domain score had the largest estimated coefficient for relative importance. As the overall quality level of doctoral education rose from fair to good, the resource domain showed an increased effect. Both faculty and students/graduates groups rated the overall quality of nursing doctoral education favourably. The faculty domain had the greatest importance for quality, followed by the programme domain. However, the importance of the resource domain gained significance as the overall quality of nursing doctoral education increased, indicating the needs for more attention to resources if the quality of nursing doctoral education is to improve. © 2015 John Wiley & Sons Ltd.

Faculty application of the American Psychological Association style.

PubMed

Morse, Gwen Goetz

2009-10-01

This article explores current faculty methods with the application and evaluation of the American Psychological Association (APA) style. Specific aims were to determine concerns related to APA style, review faculty grading practices, identify institutional resources, and report potential solutions for improving application of APA style. A survey with an exploratory descriptive research design was developed and distributed online to academic chairs and deans, requesting their support in distributing the survey to their faculty. Responses (N = 704) were grouped into five categories: departmental and personal concerns; faculty grading practices; institutional resources; format, writing style, and grammar; and suggestions and potential solutions. Sixty percent reported that application and evaluation of APA style is a concern in their department. Content analysis identified four categories as proposed solutions: consistency, education, resources, and dialogue. On the basis of the feedback of the participants, the CRED program is proposed for the issues that were identified. Copyright 2009, SLACK Incorporated.

Scholar outcomes for dental internship research program in Saudi Arabia: A qualitative evaluation.

PubMed

Bahammam, Laila A; Linjawi, Amal I

2017-04-01

To explore the potential, challenges and needs for internship research activities in achieving scholar outcomes among graduates. A qualitative general needs assessment and evaluation of an internship research program was conducted at King Abdulaziz University, Faculty of Dentistry (KAUFD), KSA, from December 2014 to February 2015 using focus groups and interviews. The participants included: administrates, faculty, and internship students. Data were transcribed and analyzed following the grounded theory. The participants were two administrative personnel, 21 faculty members, and 16 internship students. Results were clustered around five main domains; curriculum design, faculty, students, administrative, and institutional domain. Reported potentials included: a multi-faceted educational intervention approach, and building evidence-based skills and inquiry minds among graduates. Time, load, and incentives were major challenges reported by faculty. Interesting and achievable research topics were major challenges reported by students. Areas that needed development included: equipped research personnel, aligned administrative and institutional support, faculty skills, students' knowledge and skills, aligned curriculum, and clear program goals, objectives, and outcomes. Curriculum design, faculty and students' skills; as well as administrative and institutional support were found to play major roles in the success of the current internship research program at KAUFD.

Impact of self-assessment by students on their learning.

PubMed

Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

2016-01-01

Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P < 0.001). There was a significantly positive correlation between student and teacher marking (r = 0.79). Both students and faculty perceived it to be helpful for developing self-directed learning skills. Self-assessment can increase the interest and motivation level of students for the subjects leading to enhanced learning and better academic performance, helping them in development of critical skills for analysis of their own work.

Toward Objectivity in Faculty Evaluation

ERIC Educational Resources Information Center

Elmore, H. W.

2008-01-01

The productivity of faculty members often figures prominently in annual evaluations, post-tenure reviews, and decisions about tenure, promotion, merit pay, release time, awards, and other kinds of recognition. Yet the procedures and instruments that institutions use to assess productivity and merit vary, leaving little that unifies the evaluation…

Conquering technophobia: preparing faculty for today.

PubMed

Richard, P L

1997-01-01

The constantly changing world of technology creates excitement and an obligation for faculty of schools of nursing to address computer literacy in the curricula at all levels. The initial step in the process of meeting the goals was to assist the faculty in becoming computer literate so that they could foster and encourage the same in the students. The implementation of The Cure for Technophobia included basic and advanced computer skills designed to assist the faculty in becoming comfortable and competent computer users. The applications addressed included: introduction to windows, electronic mail, word processing, presentation and database applications, library on-line searches of literature databases, introduction to internet browsers and a computerized testing program. Efforts were made to overcome barriers to computer literacy and promote the learning process. Familiar, competent, computer literate individuals were used to conduct the classes to accomplish this goal.

Mentoring Nontenured Track Nursing Faculty: A Systematic Review.

PubMed

Cullen, Deborah; Shieh, Carol; McLennon, Susan M; Pike, Caitlin; Hartman, Taylor; Shah, Hena

The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track at institutions of higher education. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity.

For Those of Us at the Borders: Recognition and Evaluation of Faculty Work in the Academic Field of Film and Digital Media

ERIC Educational Resources Information Center

Collins, E. Anthony

2011-01-01

Artistic, scholarly, and professional works by individual faculty members in the field of film and digital media are not being adequately recognized or rewarded as scholarship activity during performance evaluation in institutions of higher learning. Conventional systems for the recognition and evaluation of work prioritize scientism and compel…

The Faculty Self-Reported Assessment Survey (FRAS): differentiating faculty knowledge and experience in assessment.

PubMed

Hanauer, David I; Bauerle, Cynthia

2015-01-01

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage with assessment knowledge and practice. The Faculty Self-Reported Assessment Survey (FRAS) is a new instrument for evaluating science faculty assessment knowledge and experience. Instrument validation was composed of two distinct studies: an empirical evaluation of the psychometric properties of the FRAS and a comparative known-groups validation to explore the ability of the FRAS to differentiate levels of faculty assessment experience. The FRAS was found to be highly reliable (α = 0.96). The dimensionality of the instrument enabled distinction of assessment knowledge into categories of program design, instrumentation, and validation. In the known-groups validation, the FRAS distinguished between faculty groups with differing levels of assessment experience. Faculty members with formal assessment experience self-reported higher levels of familiarity with assessment terms, higher frequencies of assessment activity, increased confidence in conducting assessment, and more positive attitudes toward assessment than faculty members who were novices in assessment. These results suggest that the FRAS can reliably and validly differentiate levels of expertise in faculty knowledge of assessment. © 2015 D. I. Hanauer and C. Bauerle. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track.

PubMed

Williams, Wendy M; Ceci, Stephen J

2015-04-28

National randomized experiments and validation studies were conducted on 873 tenure-track faculty (439 male, 434 female) from biology, engineering, economics, and psychology at 371 universities/colleges from 50 US states and the District of Columbia. In the main experiment, 363 faculty members evaluated narrative summaries describing hypothetical female and male applicants for tenure-track assistant professorships who shared the same lifestyle (e.g., single without children, married with children). Applicants' profiles were systematically varied to disguise identically rated scholarship; profiles were counterbalanced by gender across faculty to enable between-faculty comparisons of hiring preferences for identically qualified women versus men. Results revealed a 2:1 preference for women by faculty of both genders across both math-intensive and non-math-intensive fields, with the single exception of male economists, who showed no gender preference. Results were replicated using weighted analyses to control for national sample characteristics. In follow-up experiments, 144 faculty evaluated competing applicants with differing lifestyles (e.g., divorced mother vs. married father), and 204 faculty compared same-gender candidates with children, but differing in whether they took 1-y-parental leaves in graduate school. Women preferred divorced mothers to married fathers; men preferred mothers who took leaves to mothers who did not. In two validation studies, 35 engineering faculty provided rankings using full curricula vitae instead of narratives, and 127 faculty rated one applicant rather than choosing from a mixed-gender group; the same preference for women was shown by faculty of both genders. These results suggest it is a propitious time for women launching careers in academic science. Messages to the contrary may discourage women from applying for STEM (science, technology, engineering, mathematics) tenure-track assistant professorships.

National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track

PubMed Central

Williams, Wendy M.; Ceci, Stephen J.

2015-01-01

National randomized experiments and validation studies were conducted on 873 tenure-track faculty (439 male, 434 female) from biology, engineering, economics, and psychology at 371 universities/colleges from 50 US states and the District of Columbia. In the main experiment, 363 faculty members evaluated narrative summaries describing hypothetical female and male applicants for tenure-track assistant professorships who shared the same lifestyle (e.g., single without children, married with children). Applicants' profiles were systematically varied to disguise identically rated scholarship; profiles were counterbalanced by gender across faculty to enable between-faculty comparisons of hiring preferences for identically qualified women versus men. Results revealed a 2:1 preference for women by faculty of both genders across both math-intensive and non–math-intensive fields, with the single exception of male economists, who showed no gender preference. Results were replicated using weighted analyses to control for national sample characteristics. In follow-up experiments, 144 faculty evaluated competing applicants with differing lifestyles (e.g., divorced mother vs. married father), and 204 faculty compared same-gender candidates with children, but differing in whether they took 1-y-parental leaves in graduate school. Women preferred divorced mothers to married fathers; men preferred mothers who took leaves to mothers who did not. In two validation studies, 35 engineering faculty provided rankings using full curricula vitae instead of narratives, and 127 faculty rated one applicant rather than choosing from a mixed-gender group; the same preference for women was shown by faculty of both genders. These results suggest it is a propitious time for women launching careers in academic science. Messages to the contrary may discourage women from applying for STEM (science, technology, engineering, mathematics) tenure-track assistant professorships. PMID:25870272

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers.

PubMed

Branch, William T; Frankel, Richard M; Hafler, Janet P; Weil, Amy B; Gilligan, MaryAnn C; Litzelman, Debra K; Plews-Ogan, Margaret; Rider, Elizabeth A; Osterberg, Lars G; Dunne, Dana; May, Natalie B; Derse, Arthur R

2017-12-01

The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program.In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution.The authors discuss the program's learning theory, outline its curriculum, reflect on the program's accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education.

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers

PubMed Central

Frankel, Richard M.; Hafler, Janet P.; Weil, Amy B.; Gilligan, MaryAnn C.; Litzelman, Debra K.; Plews-Ogan, Margaret; Rider, Elizabeth A.; Osterberg, Lars G.; Dunne, Dana; May, Natalie B.; Derse, Arthur R.

2017-01-01

The authors describe the first 11 academic years (2005–2006 through 2016–2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program. In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution. The authors discuss the program’s learning theory, outline its curriculum, reflect on the program’s accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education. PMID:28991846

Program Discontinuance: A Faculty Perspective Revisited. Adopted Fall 2012

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2012

2012-01-01

The 1998 Academic Senate for California Community Colleges paper Program Discontinuance: A Faculty Perspective presented issues of program discontinuance and addressed principles and key factors for effective faculty participation in the development of fair and equitable program discontinuance processes. In 2009, an Academic Senate resolution…

Stop Saying No: Start Empowering Copyright Role Models

ERIC Educational Resources Information Center

Disclafani, Carrie Bertling; Hall, Renee

2012-01-01

The Excelsior College Library is turning fearful faculty members into empowered copyright role models. Geared towards institutions operating without a copyright policy or department, this article outlines a three-step process for fostering faculty collaboration surrounding copyright practices: (1) Give faculty and course developers the tools and…

Governance Styles: Affirmative Action at Two Universities.

ERIC Educational Resources Information Center

Hanna, Charlotte; Mayhew, Lewis B.

The way that affirmative action fits into the faculty appointment process at Stanford University and the University of California at Berkeley was studied, based on 50 faculty interviews and supporting documentation. Traditions of governance at the universities determined the responses to faculty affirmative action. At Stanford University,…

The Faculty Role in Budgeting.

ERIC Educational Resources Information Center

Meisinger, Richard J., Jr.; Dubeck, Leroy W.

1984-01-01

Specific roles faculty members can play in their institution's budget processes are discussed, and the general ends served by budgets are identified. Each of the dimensions of institutional character (e.g., size, mission) determines the ways in which participants in budgeting will interact. For example, broader faculty participation in budgeting…

Practice Report / Bericht aus der Praxis: An exploration of peer tutor roles and recruitment at German medical schools.

PubMed

Alvarez, Simone; Schultz, Jobst-Hendrik

2017-11-01

Almost all medical faculties in Germany actively employ peer tutors. However, little is known about the roles these tutors play from a faculty point of view. Also, there are only few descriptions of the tutor recruitment and selection processes. 32 of the medical faculties in Germany, where tutors are used in the training of medical students, were asked to provide information on the role and recruitment of tutors by means of a partially standardized questionnaire. At the surveyed faculties (return rate 28%), tutors are mostly employed for the purpose of teaching staff support. Even though desired in individual cases, tutors rarely play an active role in curriculum- or faculty development. The way tutor recruitment is handled strongly depends on the capabilities of the individual faculties and the way tutors are utilized. In many cases this process is structured, consisting of written and oral application phases, in other cases recruitment takes place without formal application procedures. The selection criteria, however, were found to be very similar at most faculties. The role of tutors from the faculties' point of view depends strongly on the respective nature of the tutorials, which are just as diverse as the approaches to tutor recruitment. Copyright © 2017. Published by Elsevier GmbH.

[Current Developments of the Interdisciplinary Subject Rehabilitation, Physical Medicine, Naturopathic Treatment in the German Medical Faculties: Results of the DGRW Faculty Survey in 2015].

PubMed

Schmidt, S; Bergelt, C; Deck, R; Krischak, G; Morfeld, M; Michel, M; Schwarzkopf, S R; Spyra, K; Walter, S; Mau, W

2017-02-01

To ascertain the current development of the rehabilitation-related medical teaching in the interdisciplinary subject Rehabilitation, Physical Medicine, Naturopathic Treatment (Q12) regarding its execution, content, exams and evaluation of teaching at the Medical Faculties the German Society of Rehabilitation Science conducted another faculty survey in 2015. Representatives of all degree courses of human medicine in German Universities (n=41) received a pseudonymised standardised questionnaire in summer 2015. The response rate was 76% (n=31). Half of the faculties (48%) stated that they had a teaching and research unit for at least 1 of the 3 subjects of the interdisciplinary Q12. The Q12-teaching of faculties including these units partially differed from the other faculties. Model medical education programmes provide on average 2 semesters more for Q12-teaching in comparison to the traditional programmes. More than 3 quarters of the traditional programmes and all other courses include other medical professionals besides physicians as lecturers. Multiple choice questions still constitute the most common examination type (94%). Nearly all Medical Faculties evaluate the rehabilitation-related teaching but only half of all them have implemented a financial gratification based on the evaluation results. Even 10 years after the implementation of Q12, major variations were demonstrated regarding the execution, content and methods of medical education in rehabilitation. In the future the influence of the National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education on the Q12-development and the Q12-teaching in medical university education in Germany with foreign qualification will be of particular interest. © Georg Thieme Verlag KG Stuttgart · New York.

Paired basic science and clinical problem-based learning faculty teaching side by side: do students evaluate them differently?

PubMed

Stevenson, Frazier T; Bowe, Connie M; Gandour-Edwards, Regina; Kumari, Vijaya G

2005-02-01

Many studies have evaluated the desirability of expert versus non-expert facilitators in problem-based learning (PBL), but performance differences between basic science and clinical facilitators has been less studied. In a PBL course at our university, pairs of faculty facilitators (1 clinician, 1 basic scientist) were assigned to student groups to maximise integration of basic science with clinical science. This study set out to establish whether students evaluate basic science and clinical faculty members differently when they teach side by side. Online questionnaires were used to survey 188 students about their faculty facilitators immediately after they completed each of 3 serial PBL cases. Overall satisfaction was measured using a scale of 1-7 and yes/no responses were gathered from closed questions describing faculty performance. results: Year 1 students rated basic science and clinical facilitators the same, but Year 2 students rated the clinicians higher overall. Year 1 students rated basic scientists higher in their ability to understand the limits of their own knowledge. Year 2 students rated the clinicians higher in several content expertise-linked areas: preparedness, promotion of in-depth understanding, and ability to focus the group, and down-rated the basic scientists for demonstrating overspecialised knowledge. Students' overall ratings of individual faculty best correlated with the qualities of stimulation, focus and preparedness, but not with overspecialisation, excessive interjection of the faculty member's own opinions, and encouragement of psychosocial issue discussion. When taught by paired basic science and clinical PBL facilitators, students in Year 1 rated basic science and clinical PBL faculty equally, while Year 2 students rated clinicians more highly overall. The Year 2 difference may be explained by perceived differences in content expertise.

Evaluating a Cross-Continent EU Simulation

ERIC Educational Resources Information Center

Jones, Rebecca

2008-01-01

Assessment of learning outcomes and evaluation of teaching methods are necessary in order to ensure that students are learning the lessons that faculty believe they are conveying. Quantitative data on the effectiveness of various pedagogical methods allows faculty to make adjustments to classes over time. Regular assessment of student learning…

Developing Difficult Dialogues: An Evaluation of Classroom Implementation

ERIC Educational Resources Information Center

Placier, Peggy; Kroner, Crystal; Burgoyne, Suzanne; Worthington, Roger

2012-01-01

The University of Missouri (MU) participated in the Ford Foundation's Difficult Dialogues Initiative (DDI) supporting faculty development projects at over 40 institutions of higher education from 2006-2010. This paper reports findings from an evaluation conducted with instructors who not only engaged in faculty development workshops but also…

Evaluating Instructor Technology Integration in Community and Technical Colleges: A Performance Evaluation Matrix

ERIC Educational Resources Information Center

Del Favero, Marietta; Hinson, Janice M.

2007-01-01

The press for implementing technology based instructional delivery systems in community and technical colleges is well documented. Yet faculty face numerous challenges in integrating technology into instruction (AL-Bataineh & Brooks, 2003; Groves & Zemel, 2000; Khoury, 1997). Stimulating faculty ownership in technology, diffusion of technology use…

Are Teacher Course Evaluations Biased against Faculty That Teach Quantitative Methods Courses?

ERIC Educational Resources Information Center

Royal, Kenneth D.; Stockdale, Myrah R.

2015-01-01

The present study investigated graduate students' responses to teacher/course evaluations (TCE) to determine if students' responses were inherently biased against faculty who teach quantitative methods courses. Item response theory (IRT) and Differential Item Functioning (DIF) techniques were utilized for data analysis. Results indicate students…

Faculty Development Manual for the School of Allied Health Sciences, University of Texas Medical Branch at Galveston.

ERIC Educational Resources Information Center

Texas Univ., Galveston. Medical Branch.

The contents of this guide, adopted for a one-year pilot study, include: standard operating procedures for the faculty development/effectiveness document (performance and evaluation contract); instructions and forms for evaluating effectiveness in teaching, administrative duties, and professional activities; and a faculty…

Selecting Items for a College Course Evaluation Form

ERIC Educational Resources Information Center

Baril, G. L.; Skaggs, C. Thomas

1976-01-01

The study describes the implementation of three related suggestions for the development of items for a course evaluation form. High degrees of consistency were evidenced in preferences of students, faculty, and individuals from different academic areas. Significant differences were obtained between student and faculty responses and the basic…

Faculty Development for Educators: A Realist Evaluation

ERIC Educational Resources Information Center

Sorinola, Olanrewaju O.; Thistlethwaite, Jill; Davies, David; Peile, Ed

2015-01-01

The effectiveness of faculty development (FD) activities for educators in UK medical schools remains underexplored. This study used a realist approach to evaluate FD and to test the hypothesis that motivation, engagement and perception are key mechanisms of effective FD activities. The authors observed and interviewed 33 course participants at one…

Opportunities and Pitfalls in Faculty Salary Comparisons.

ERIC Educational Resources Information Center

Cliff, Rosemary

The benefits and problems of comparing faculty salaries are evaluated. The primary source of information for this evaluation is the American Association of University Professors' (AAUP's) summer Bulletin. The problems listed include: (1) institutional variations in the methodology of data collection; (2) the conversion of 12-month salaries to a…

Design Recommendations for Self-Paced Online Faculty Development Courses

ERIC Educational Resources Information Center

Rizzuto, Melissa

2017-01-01

An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of the examination of the design and evaluation of a self-paced…

Faculty and Student Views of the Interim Term

ERIC Educational Resources Information Center

Centra, John A.; Sobol, Marion G.

1974-01-01

Evaluations of the interim term or 4-1-4 program at various colleges have been generally favorable. A detailed evaluation of the Rider College interim study program based on faculty and student reports indicated that the more nontraditionally oriented courses were rated higher than the more traditional offerings. (Editor/PG)

Health Promotion of Faculty and Staff: The School Nurse's Role

ERIC Educational Resources Information Center

Ryan, Kelly M.

2008-01-01

Health promotion of school faculty and staff is an important part of a coordinated school health program. The lack of evaluation of health promotion programs and inconsistent results highlighting the efficacy and benefits of programs adds to employers' perceptions of inconsistent benefits. More studies evaluating effectiveness and development of…

International collaborative faculty development program on simulation-based healthcare education: a report on its successes and challenges.

PubMed

Chung, Hyun Soo; Issenberg, S Barry; Phrampus, Paul; Miller, Geoff; Je, Sang Mo; Lim, Tae Ho; Kim, Young Min

2012-12-01

Countries that are less experienced with simulation-based healthcare education (SBHE) often import Western programs to initiate their efforts to deliver effective simulation training. Acknowledging cultural differences, we sought to determine whether faculty development program on SBHE in the United States could be transported successfully to train faculty members in Korea. An international, collaborative, multi-professional program from a pre-existing Western model was adapted. The process focused on prioritization of curricular elements based on local needs, translation of course materials, and delivery of the program in small group facilitation exercises. Three types of evaluation data were collected: participants' simulation experience; participants' ratings of the course; and participant's self-assessment of the impact of the course on their knowledge, skills, and attitudes (KSA) toward simulation teaching. Thirty faculty teachers participated in the course. Eighty percent of the participants answered that they spent less than 25% of their time as simulation instructors. Time spent on planning, scenario development, delivering training, research, and administrative work ranged from 10% to 30%. Twenty-eight of 30 participants agreed or strongly agreed that the course was excellent and relevant to their needs. The participants' assessment of the impact of the course on their KSA toward simulation teaching improved significantly. Although there were many challenges to overcome, a systematic approach in the adaptation of a Western simulation faculty development course model was successfully implemented in Korea, and the program improves self-confidence and learning in participants.

Advancing Professional Development Through a Community of Practice: the New England Network for Faculty Affairs.

PubMed

Power, Christine M; Thorndyke, Luanne E; Milner, Robert J; Lowney, Kathleen; Irvin, Charles G; Fonseca-Kelly, Zoe; Benjamin, Emelia J; Bhasin, Robina M; Connelly, Maureen T

2018-01-01

In an era of competing priorities, funding is increasingly restricted for offices of faculty affairs and development. Opportunities for professional staff to grow and network through attendance at national meetings and to share best practices are limited. We sought to describe a community of practice established to enhance the professional development of faculty affairs professionals and to document its impact. We outlined the process of formation of the New England Network for Faculty Affairs (NENFA), reviewed the pedagogical approaches to professional development, and surveyed members to evaluate the impact of NENFA on their activities, professional network and their institutions. After a successful 2011 initial meeting, NENFA created an organizing committee and conducted a needs assessment among potential members. NENFA's charter, mission, goals, and structure were based on survey results. NENFA's regional community of practice grew to 31 institutions and held 10 meetings over 5 years. Meetings have examined a faculty development topic in depth using multiple learning formats to engage participants from academic medical centers and allied professions. Results from a 2015 member survey confirmed the value of NENFA. Multiple members documented changes in practice as a result of participating. NENFA has been sustained by volunteer leadership, collaboration, and the value that the group has brought to its members. We propose that a "community of practice" offers an effective model for collaborative learning among individuals at different institutions within a competitive health care environment. We recommend that the approach be replicated in other regions.

The Effect of Gender on Resident Autonomy in the Operating room.

PubMed

Meyerson, Shari L; Sternbach, Joel M; Zwischenberger, Joseph B; Bender, Edward M

Discrimination against women training in medicine and surgery has been subjectively described for decades. This study objectively documents gender differences in the degree of autonomy given to thoracic surgery trainees in the operating room. Thoracic surgery residents and faculty underwent frame of reference training on the use of the 4-point Zwisch scale to measure operative autonomy. Residents and faculty then submitted evaluations of their perception of autonomy granted for individual operations as well as operative difficulty on a real-time basis using the "Zwisch Me!!" mobile application. Differences in autonomy given to male and female residents were elucidated using chi-square analysis and ordered logistic regression. Seven academic medical centers with thoracic surgery training programs. Volunteer thoracic surgery residents in both integrated and traditional training pathways and their affiliated cardiothoracic faculty. Residents (n = 33, female 18%) submitted a total of 596 evaluations to faculty (n = 48, female 12%). Faculty gave less autonomy to female residents with only 56 of 184 evaluations (30.3%) showing meaningful autonomy (passive help or supervision only) compared to 107 of 292 evaluations (36.7%) at those levels for male residents (p = 0.02). Resident perceptions of autonomy showed even more pronounced differences with female residents receiving only 38 of 197 evaluations (19.3%) with meaningful autonomy compared to 133 of 399 evaluations (33.3%) for male residents (p < 0.001). Potential influencing factors explored included attending gender and specialty, case type and difficulty, and resident level of training. In multivariate analysis, only case difficultly, resident gender, and level of training were significantly related to autonomy granted to residents. Evaluations of operative autonomy reveal a significant bias against female residents. Faculty education is needed to encourage allowing female residents more operative autonomy. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Meeting the Challenge: The Assimilation of Adjunct Faculty into the Teaching Mainstream

ERIC Educational Resources Information Center

Ridley, D. Scott

2010-01-01

In the last thirty years, there has been a significant increase in the number of adjunct faculty delivering postsecondary education at community colleges (Jacoby, 2006). Multiple studies have evaluated the impact of part-time faculty on student learning outcomes, but findings have varied. This action research study utilized a phenomenological…

Writing up and down the Social Ladder: A Study of Experienced Writers Composing for Contrasting Audiences.

ERIC Educational Resources Information Center

Kirsch, Gesa

1991-01-01

Explores audience awareness of writing instructors as they compose for incoming freshmen and for a faculty committee. Finds that writers analyze the faculty audience less frequently than the freshmen audience, but they evaluate their text and writing goals more frequently when addressing the faculty. (MG)

A Study of Attitudes of Female Faculty Members Serving in Complementarian Conservative Theological Institutions

ERIC Educational Resources Information Center

Ellen, Venessa Yvette

2013-01-01

Problem: The problem of this study was to determine whether attitudes of female faculty members employed by conservative theological colleges and seminaries reflected a complementarian perspective of biblical womanhood. Additionally, this study evaluated how these attitudes related to the female faculty member's home life and her…

Five Faculty Labor Market Dilemmas Facing Community Colleges in the New Economy

ERIC Educational Resources Information Center

Mitchell, Douglas E.; Yildiz, Selin; Batie, Michael

2011-01-01

Community colleges employ more than one-third of the nation's higher education faculty. Nevertheless, the labor market through which faculty are recruited, selected, hired, evaluated and retained or replaced is one of the least understood aspects of these institutions. Functional management and effective policy both require a clear understanding…

Faculty Ratings as a Measure of Administrator Quality. AIR Forum 1981 Paper.

ERIC Educational Resources Information Center

Hengstler, Dennis D.; And Others

The reliability, factor structure, and discriminatory power of faculty perceptions of the performance of departmental administrators were investigated, using the Administrator Evaluation Survey (AES) developed at the University of Illinois. Faculty from a major research university in the midwest, a smaller state university in the midwest, and a…

Reaffirming the Role of Faculty in Academic Advising. Monograph Series, No. 1.

ERIC Educational Resources Information Center

Kramer, Gary L., Ed.

The six papers of this monograph discuss the role of faculty in campus academic advising programs in discussions of training, accountability, evaluation, and recognition and reward. The first paper, "Redefining Faculty Roles for Academic Advising" (Gary L. Kramer) defines three attributes of successful advising programs: as an integral component…

Human Resources Management in Educational Faculties of State Universities in Turkey

ERIC Educational Resources Information Center

Öztürk, Sevim

2016-01-01

This study aims to evaluate the human resources management in the faculties of education of state universities in Turkey within the context of Human Resources Management Principles. The study population consisted of 40 academic members in the faculties of education of 20 different state universities and 10 academic unit administrators at different…

The Growth of Part-Time Faculty: Economic and Quality Considerations.

ERIC Educational Resources Information Center

Overall, J. U.; Cooper, Terri L.

The question of whether students perceive full-time faculty as more effective than part-time faculty was studied near the end of each term during academic year 1979-80. Graduate business administration students at a comprehensive state university and a private research university evaluated the effectiveness of their courses and instructors.…

Report of the Working Group on Faculty Attraction and Retention.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

In July 2001, the Alberta Ministry of Learning established a working group to make recommendations on improving Alberta's ability to attract and retain faculty. This report presents the findings of this group's evaluation of the ability of the province's postsecondary institutions to attract and retain college faculty. The working group identified…

Clinical Psychology Ph.D. Program Rankings: Evaluating Eminence on Faculty Publications and Citations

ERIC Educational Resources Information Center

Matson, Johnny L.; Malone, Carrie J.; Gonzalez, Melissa L.; McClure, David R.; Laud, Rinita B.; Minshawi, Noha F.

2005-01-01

Program rankings and their visibility have taken on greater and greater significance. Rarely is the accuracy of these rankings, which are typically based on a small subset of university faculty impressions, questioned. This paper presents a more comprehensive survey method based on quantifiable measures of faculty publications and citations. The…

American Faculty and Their Institutions: The Global View

ERIC Educational Resources Information Center

Finkelstein, Martin; Cummings, William

2012-01-01

This study focuses on aspects of the Changing Academic Profession survey of 2007-08 that describe the place of faculty in their institutions. The authors examine the following aspects of institutional life: (1) the faculty role in institutional governance; (2) who evaluates their teaching and research; (3) the locus of their loyalties as between…

Student and Professor Similarity: Exploring the Effects of Gender and Relative Age

ERIC Educational Resources Information Center

Gehrt, Kenneth; Louie, Therese A.; Osland, Asbjorn

2015-01-01

The authors examined student responses to faculty traits. Earlier findings revealing a preference for male instructors were obtained before female faculty and students were prevalent on college campuses and may have reflected a male demographic similarity effect. It was hypothesized that students would more favorably evaluate faculty who were…

Teaching the Teachers: Faculty Preparedness and Evaluation of a Retreat in Screening, Brief Intervention, and Referral to Treatment

ERIC Educational Resources Information Center

Childers, Julie W.; Broyles, Lauren M.; Hanusa, Barbara H.; Kraemer, Kevin L.; Conigliaro, Joseph; Spagnoletti, Carla; McNeil, Melissa; Gordon, Adam J.

2012-01-01

Effective clinical faculty are essential for disseminating substance abuse screening, brief intervention, and referral to treatment (SBIRT). The authors developed an 8-hour SBIRT training for internal medicine faculty preceptors. Trainers conducted SBIRT lectures and small-group communication practice sessions. The authors assessed participants'…

A Faculty Development Program for Nurse Educators Learning to Teach Online

ERIC Educational Resources Information Center

Lee, Debra; Paulus, Trena M.; Loboda, Iryna; Phipps, Gina; Wyatt, Tami H.; Myers, Carole R.; Mixer, Sandra J.

2010-01-01

As the College of Nursing at the University of Tennessee, Knoxville prepared to move their graduate programs online, a nursing faculty grass-roots movement led to the implementation of a faculty development program. This instructional design portfolio describes the design, development, implementation, and evaluation of this program, with the goal…

Faculty Perceptions of Organizational Leadership at Christian Colleges and Universities with Missions of Servant Leadership

ERIC Educational Resources Information Center

Palmer, Marila Dollahite

2011-01-01

This study examined differences in faculty perceptions of organizational leadership at Christian institutions with servant leadership missions. The study evaluated faculty members' perceptions based on the independent variables of employment status (full- or part-time/adjunct), number of years employed at the institution, and attendance at an…

Faculty Perception on International Students in Turkey: Benefits and Challenges

ERIC Educational Resources Information Center

Acar, Erkan

2016-01-01

The purpose of this qualitative case study is to examine faculty perceptions on international students with respect to benefits and challenges of having them in a liberal arts university located in Istanbul, Turkey. The research data were collected through evaluation of pertinent documents of the school and interviews with sixteen faculty members…

The Preparing Future Faculty (PFF) Program: Examining Relationships and Regressions among Professional Identity, Career Expectations, and Teaching Efficacy

ERIC Educational Resources Information Center

Simmons, Temika Michael

2009-01-01

Boyer's (1990) seminal and influential discussion, "Scholarship Reconsidered: Priorities of the Professoriate," challenged the existing views of faculty roles and responsibilities and generated considerable discussion regarding the way colleges and universities evaluate and train faculty (Golde, et al., 2008). In response, institutions of higher…

Quantitative evaluation of the requirements for the promotion as associate professor at German medical faculties.

PubMed

Sorg, Heiko; Knobloch, Karsten

2012-01-01

First quantitative evaluation of the requirements for the promotion as associate professor (AP) at German medical faculties. Analysis of the AP-regulations of German medical faculties according to a validated scoring system, which has been adapted to this study. The overall scoring for the AP-requirements at 35 German medical faculties was 13.5±0.6 of 20 possible scoring points (95% confidence interval 12.2-14.7). More than 88% of the AP-regulations demand sufficient performance in teaching and research with adequate scientific publication. Furthermore, 83% of the faculties expect an expert review of the candidate's performance. Conference presentations required as an assistant professor as well as the reduction of the minimum time as an assistant professor do only play minor roles. The requirements for assistant professors to get nominated as an associate professor at German medical faculties are high with an only small range. In detail, however, it can be seen that there still exists large heterogeneity, which hinders equal opportunities and career possibilities. These data might be used for the ongoing objective discussion.

Enhancing critical thinking with case studies and nursing process.

PubMed

Neill, K M; Lachat, M F; Taylor-Panek, S

1997-01-01

Challenged to enhance critical thinking concepts in a sophomore nursing process course, faculty expanded the lecture format to include group explorations of patient case studies. The group format facilitated a higher level of analysis of patient cases and more sophisticated applications of nursing process. This teaching strategy was a positive learning experience for students and faculty.