2010-2014

CORE Faculty Development Action Plan

 Submitted by:

Stephen Davis, Ph.D., Robbin Kirkland, Ph.D., Olivia Ojano Sheehan, Ph.D.

www.ohiocore.org & www.oucom.ohiou.edu/fd

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Executive Summary

2010-2014 CORE Faculty Development Action Plan

CORE Faculty Development plays an important role in providing programs and services that contribute to achieving excellence in Osteopathic Medical Education.  Following are some significant excerpts of the 2010-2014 Faculty Development Action Plan:

• Section I describes the Purpose of CORE Faculty Development:  To equip clinical teachers and trainees with the skills and tools necessary to achieve “excellence” in Osteopathic Medical Education.

• Section II provides a brief History of CORE Faculty Development.  Due to the evolution in structure and budget considerations, the CORE Faculty Development Office is now comprised of 3 Ph.D. staff with no assistants and a constant increase in CORE membership.  Leverage through online media and as many live presentations as possible allow quality programs to continue to be provided throughout the CORE.

• Section III elaborates on the definition of faculty development (Process by which CORE physicians (CORE clinical faculty and residents) work systematically to improve their education skills.) and the five Educational Domains that serve as the structure for the 2010-2014 Faculty Development Plan (Education, Administration, Research, Written Communication, and Professional Academic Skills). 

• Section IV shows the results of the 2009 Needs Assessment conducted among CORE RPAC program directors, preceptors, and DMEs.  For each of the 5 Faculty Development domains, program topics were identified.  The 2009 Needs Assessment identified several new topics, but most of the respondents encouraged the “repeat” of some topics from the previous plan that focus on “Evaluation”, “Research” and “Internet “skill development.  This section also shows the “Year” each program will be provided.  In addition, Section IV describes “How and Where CORE Faculty Development Will Be Delivered”.  Your Faculty Development programs and services extend well beyond the traditional Residency Program Academic Committee (RPAC) venue and includes monthly hospital programs for clinical teachers; the annual ORAC Leadership Conference; the annual RPAC Chairs Retreat, the 12-month Residency Directors Residency Administration Program (RD RAP), Quarterly Preceptor Communique plus many additional one-on-one and group consults and training for students, residents, clinical faculty and administrators.

• Section V describes the evaluation and feedback mechanisms that CORE Faculty Development will employ to assess the ongoing learning of CORE program directors, preceptors, and trainees and the improvement of CORE Faculty Development programs.

• Section VI describes the rewards and benefits that CORE faculty development (in conjunction with Ohio University College of Osteopathic Medicine) will continue to provide to CORE program directors, preceptors, and trainees (residents, interns & students).

• Section VII provides a brief conclusion of the action plan.

Table of Contents

 I.    Purpose of CORE Faculty Development

II.   History of CORE Faculty Development

III.  Faculty Development – Definition and Domains                                          

 IV. CORE Faculty Development 2009 Needs Assessment Survey and CORE      Faculty Development 2010-2014 Action Plan

V.  Evaluation

 VI. Rewards and Benefits

VII. Conclusion

CORE Faculty Development 2010-2014 Action Plan

 I.          Purpose of CORE Faculty Development

The purpose of CORE Faculty Development is to assist all CORE constituencies by providing programs and services that constantly enhance the delivery of osteopathic medical education.  Since most medical professionals have never received formal training regarding teaching and the delivery of education programs, there are major advantages to providing faculty development programs and services: 

·         First, preceptors who participate in these programs gain clinical teaching and administrative skills that enhance their ability to share their knowledge, skills, and experiences with trainees. 

·         Second, trainees will benefit from having competent faculty and administrators.  In terms of teaching, having clinical knowledge and having the skills required to share knowledge represent two distinct sets of skills required to be effective clinical teachers.

·         Third, combined with the excellent clinical experiences that are found at each of the CORE hospital sites, competent clinical faculty represent a key component in attracting top-notch trainees. 

·         Fourth, patients are primary beneficiaries of faculty development efforts and services since it could be expected that quality teaching and instruction results in a higher level of patient care.

·         Fifth, faculty development programs provide a type of accession training for our future medical education leaders.

 II.         Historical Background

            In 1995, the CORE System had five Ph.D. Faculty/Curriculum Development Coordinators who delivered faculty development to all our medical educators and medical students.  In November 2001, re-organization at OUCOM changed the structure and focus of CORE Faculty Development which resulted in two Faculty/Curriculum Development Coordinators (titles are currently Assistant Directors, Faculty Development): Robbin Kirkland, Ph.D., located in Columbus, Ohio and Olivia Ojano Sheehan, Ph.D., located in Athens, Ohio.  These two coordinators focus their faculty development efforts to CORE medical education: predoctoral and graduate.  In April 2004, Stephen Davis, Ph.D., Director of Faculty Development was hired.  Dr. Davis primarily works faculty development for the OUCOM faculty.

 III.        Faculty Development – Definition and Domains

A commonly accepted definition of faculty development that has been previously adopted by CORE.

 Some examples of education skills are: developing a curriculum, evaluating trainees and programs, teaching one-on-one, presenting in large and small groups, facilitating case discussion, conducting research, managing programs, and leading staff.

 According to Bland, et. al.¹, the domains of faculty development include: Education, Administration, Research, Written Communication, and Professional Academic Skills.

 IV.       Overview of CORE Faculty Development 2010-2014 

A)   2009 Needs Assessment Survey to Determine Topics for 2010-2014 Faculty Development Action Plan

In 2009, the Assistant Directors, Faculty Development conducted an electronic needs assessment with CORE program directors, preceptors, DMEs, and educators to identify what faculty development programs and services they believe would be of value in the next four years (2010-2014).   

     From the information provided by constituents at faculty development functions and  in the 2009 survey of needs, the following tables were developed that contain the topics and year in which the topics will be presented.

Table 1. Education, Instructional Design, Curriculum Development

Table 2. Administration, Organization, Leadership

 Table 3. Research, Writing, Scholarly Development

 Table 4. Clinical Teaching

 Table 5. Personal and Professional Development

***Note: (1.) Faculty Development for Internal Medicine RPAC is currently provided primarily through an RPAC Program Directors “Academic Journal Club” conducted 3-4 times per year (2-3 articles of contemporary interests per session).

                (2.) Faculty Development for ORTHO RPAC is supplemented with articles and discussion regarding medical education issues and contemporary interests.    

                (3) We remain flexible according to our constituents needs.

B)   How CORE Faculty Development Will Be Delivered

Our Faculty Development staff will provide faculty development programs in settings where many clinical faculty already meet on a regular basis, such as the RPAC Program Directors Meetings and Resident Education Days.  Also of major importance, programs geared towards addressing the unique education needs at a particular hospital will be provided at the request of DMEs, program directors, and trainees.  Overall, a variety of delivery methods are planned  to be used such as:

·         Workshops and Seminars (Live and Videoconferences)

·         Individual Consultation (“One-on-One” sessions)

·         Individual Consultation (Telephone and E-mail)

·         E-learning (BlackBoard)

·         Faculty development materials for the purpose of self-instruction (e.g. CORE Resident Research Resource Guide, Clinical Teaching Information Packet, PowerPoint Manual, CDs, and comprehensive faculty development websites (http://www.ohiocore.org/cf/index.htm) & (http://www.oucom.ohiou.edu/fd)

·         Fellowship/certificate programs (i.e. RDRAP)

C)   Where CORE Faculty Development Will Be Delivered

The plan includes delivery of programs in each domain in multiple sites and venues:
 

1.            On-Site Programs/Services: Programs will be delivered on-site at hospitals where needs are identified and the site requests and arranges for faculty development presence.  This method is focused on:

a.    Program directors and local faculty where RPAC affiliations are absent and

b.    Providing support for local faculty in RPAC-related programs (the program directors will have their own faculty development programs through the RPAC structure).

Requests from different CORE sites for faculty development programs and services will be sent to the two CORE Faculty/Curriculum Development Coordinators and managed jointly with the site as follows (see http://www.ohiocore.org/cf/fac-dev/index.htm):

2.            Videoconference Programs/Services: Videoconference programs scheduled (and also by request) will be delivered for the convenience of sites and faculty who have scheduling preferences or needs that fit that mode best.  This venue is designed for those busy physicians whose schedules do not allow them to meet for faculty development at live sessions.  Videoconference sessions will also be scheduled on request within the resource limits of personnel time and equipment availability.  Requests from CORE sites for these faculty development videoconferences will be sent to the two CORE Faculty/Curriculum Development Coordinators and managed jointly with the site as follows:

3.            RPAC Program Directors: Faculty development programs will be continued at the RPAC level (FP, ORL-HNS, IM, Ortho, OB, GS, EM & ORAC as originally described and required by CORE policy).   

4.            Individual Learning Support: E-learning, informational/teaching materials (e.g. Preceptor Communiqué and online journals), CORE and OUCOM faculty development website, and CDs are available to serve those physicians who need to complete faculty development on their own time.  Coordinators are available by telephone and e-mail for one-on-one consultation and discussions to support this activity.

5.            Research Support: Faculty development will continue to play an important role in growing the research culture by providing assistance in RPAC Research Education Day in partnership with the CORE Research Office.  New initiative: To have consistency of research content among residents and program directors, CORE Research will be sending electronic copies of research-related materials to both residents and program directors so that each knows what the other is getting.  In addition, CORE Faculty Development and the CORE ResearchOffice will partner in delivering topics research related topics to RPAC programs.

 6.            NEW INITIATIVE: Residency Directors’ Residency Administration Program (RDRAP):  The RDRAP is a faculty development program provided by CORE Faculty Development.  It is a year-long fellowship certificate program designed to provide residency directors in Ohio with the opportunity to strengthen their knowledge and skills so they can be effective and successful leaders of their programs and trainees.  The following table outlines the anticipated participants over the life-cycle of this plan.

                  No. of RDRAP participants in the next four years:

The RDRAP is unique and different from national specialty-specific faculty development programs that residency directors attend because of a) its administration-focused blended curriculum and b) it is a year-long program, not a one-day program.  The RDRAP is the answer to the challenge of residency directors’ succession planning.  Upon completion of the RDRAP, fellows will serve as mentors for new residency directors.

 The RD RAP is open to osteopathic residency directors in Ohio who are affiliated with the Centers for Osteopathic Research and Education (CORE) hospitals.  Participants must commit to attendance and participation at all eleven sessions (two [August 2009 and June 2010] live 2-day sessions and nine online sessions via Blackboard) over the year.

 Examples of courses/topics are as follows (subject to change):

o   Role of the Program Director

o   Staying in the Program Director Role

o   GME Financing

o   Understanding the Basic Standards

o   Managing Time, Meetings, Conflicts

o   Understanding the Millennial Learners

o   Legal Issues in Residency Training

o   Interviewing the Right Applicants

o   Teaching Role of the Program Director

o   Conducting a Successful Program Internal Review

o   Preparing for a Stress-Free AOA Inspection

o   Writing a Corrective Action Plan

o   Competency Quagmire

The RDRAP will be coordinated by one of the Assistant Directors of CORE Faculty Development with the help of program faculty and delivered with a variety of teaching strategies which are designed to foster regular interactions via discussion/lecture and small group activities and to increase involvement of participants with regular 1-1 consultation.  Formative (regular feedback during asynchronous learning) and summative (program feedback) evaluation is incorporated in the program.

7.            Additional Faculty Development Activities:

Committee Memberships: All RPAC & ORAC; CORE Board; CORE Academic Steering; CORE Combined; CORE Strategic Planning; CORE Academic Deans; Graduate Medical Education, CORE Osteopathic Principles & Practices, OUCOM 2020 Strategic Planning, Curriculum Steering and Advisory committees

 Associations:  Attendance, presentations, workshops and leadership: American Osteopathic Association (AOA), Association of American Colleges of Osteopathic Medicine (AACOM), International Association of Medical Science Educators (IAMSE), Society of Teachers of Family Medicine (STFM), Ohio Osteopathic Association (OOA), The Generalists in Medical Education, American College of Osteopathic Family Physicians (acofp), Association of Military Osteopathic Physicians & Surgeons (AMOPS)

 Periodic FD Communications: Annually – Annual report for OUCOM  & OPTI; Quarterly – CORE E-Newsletter and Preceptor Communiqué; Monthly – FacDev Note; Weekly – ROUNDS FacDev Tip

 Special Topics:  Myers Briggs Type Indicator (MBTI), Covey’s 7 Habits of Highly Effective People, CORE Orientation, Black Board training, poster development, Institutional Core Competency (ICCP), Program Internal Review (PIR), OUCOM Faculty Development, Leadership/Management, In-Service Exam score review and analysis, education day evaluation review and analysis, portfolio development, poster development,

 Consultations:  One-on one, small groups, students, Program Directors, Directors of Medical Education, CORE Assistant Deans, Residents/Interns

 FD Websites: CORE (http://www.ohiocore.org/cf/index.htm), & OUCOM (http://www.oucom.ohiou.edu/fd/programs.htm) both with ongoing updates and online modules/information/resources.

Orientation:  New CORE personnel (faculty) and new CORE hospitals

 Facilitations: Town Hall meetings, resident remediation, Individual Professional Development Plans through Self-Assessment followed by consult (http://www.oucom.ohiou.edu/fd/Self-AssessmentInstrument.asp) .

 Moderations:  Professional education days & student Journal Clubs (~90 per month at Dayton, Columbus & Mt Carmel), RPAC meetings

 Annual Retreats:  RPAC Chair’s retreat & ORAC Leadership Retreat, online modules

 Pre Doc Training: Journal Review Clubs, presentation skills, personal statement guidance, maximizing rotations, MBTI

New INITIATIVE in Planning:  CORE Academic Scholars Certificate Program for Group IV faculty/preceptors - a one-year program geared towards Group IV Faculty (UME and  GME both) – this is Tactic #3 of Goal 2 of the CORE Strategic Plan.  The curriculum is focused on the domains of FD – more introductory – on clinical teaching 101, leadership 101, research 101, etc.

8.            2010-2014 Action Plan

2010-2014 Action Plan of CORE Faculty Development Programs/Services

 V.        Evaluation

Evaluation and feedback are important components in any educational undertaking.  CORE faculty development will employ different evaluation and feedback mechanisms to drive the ongoing learning of CORE program directors, preceptors, and trainees and the improvement of CORE faculty development programs. 

(1.)                  In previous years, CORE faculty development has given an evaluation sheet (rating form) for the residency directors, preceptors, and trainees to complete after a program.  In addition, CORE faculty development has completed logs (monthly faculty development reports) that quantify faculty development programs and services.  In addition to these two evaluation and feedback mechanisms, CORE faculty development will pursue the development of an on-line evaluation of programs provided.

(2.)                  Training effectiveness is an important aspect of the overall Faculty Development effort.  In this regard, we intend to develop an instrument that can be used to capture our training effectiveness primarily among program directors and clinical faculty. (Note: This project will be a new initiative and will focus on metrics).

VI.       Rewards and Benefits

                        As of June 2006, the CORE has close to 2,000 clinical and non-clinical teachers who have Preceptor appointment and Group IV faculty appointment with Ohio University.  Check the CORE faculty development website (www.ohiocore.org) for application process, faculty development requirements, and privileges of preceptors and Group IV faculty.

 VII.      Conclusion

Faculty Development educators agree that leadership support is necessary to a program’s success and the way to obtain this support is to make faculty development programs useful and relevant.  Our four-year plan integrates relevant and practical faculty development programs because it is based on the needs assessment survey and relies on the input from the “people in the trenches”.  This four-year plan continues the faculty development efforts we have been providing in promoting “Excellence” in Osteopathic Medical Education.

 1.     References: Bland, C., et al. (1990). Successful Faculty in Academic Medicine. New York: Springer Publishing Company.