The Core Teaching Faculty

1. The Core Teaching Faculty

2. Emerging Academies • 2003: 21% of 97 reporting institutions has an Academy or equivalent program • Defined as a formal organization recognizing faculty contributions to medical education and designed to enhance educational missions • One structural response to the imbalance between the clinical, research, and educational missions. Academic Medicine, Vol. 80, No. 4/April 2005

3. The Core Teaching Faculty: Mission The Core Teaching Faculty (CTF) was established to further and enhance the educational goals of the institution’s strategic plan, increase the capacity to accomplish the curriculum objectives, and to create the framework for the scholarship of teaching to be recognized and rewarded through promotion and tenure.

4. The Core Teaching Faculty: Vision The Core Teaching Faculty is committed to supporting an environment that enhances the educational experiences of students, fosters curricular innovation, and promotes and rewards educational contributions and scholarship.

5. The CTF: a Response to a Mandate of the Strategic Plan • Produce graduates with enhanced critical thinking, problem-solving, inquiry, and self-assessment skills necessary for self-directed, lifelong learning. • Instill a value for professional and ethical attitudes among students, faculty, and staff that demonstrates a respect for human dignity in the practice of medicine and health promotion. • Establish a system to provide a strong environment for education by supporting a core of committed educational faculty who will lead efforts in curriculum development, teaching, faculty development, and educational research. • Gain national prominence and recognition as innovators in educational program design, implementation, and success. • Establish a system to monitor and align Graduate Medical Education programs to appropriately address strategic needs of Wake Forest University Health Sciences and North Carolina Baptist Hospital.

6. The Core Teaching Faculty and WFUSM Curriculum Objectives • Development of self-directed learning and lifelong learning skills • Solid core of biomedical science knowledge • Competent clinical skills • Problem-solving and clinical reasoning skills • Interviewing and communication skills • Information management skills • Professional attitudes and behaviors

7. The Scholarship of Teaching For an activity to be designated as scholarship, it should manifest at least three key characteristics: • It should be public • It should be susceptible to critical review and evaluation • It should be accessible for exchange and use by other members of one’s scholarly community Lee Schulman, President of The Carnegie Foundation, 1998

8. The Scholarship of Teaching The mission and vision of the CTF coincides with a growing national conversation about the scholarship of teaching. Strategies to raise the value of the scholarship of teaching include: • Establish a formalized structure that can promote this culture of value. • Bring faculty’s work as teachers the recognition and reward afforded to forms of scholarly work. • Understand that the scholarship of teaching can and should take different forms. • Assess scholarship using standards of ‘significant results’. • Broaden the view of scholarship to include all of faculty’s intellectual works and endeavors.

9. The Scholarship of Teaching The mission and vision of the CTF coincides with a growing number of medical schools’ efforts to create an institutional system for empowering faculty ownership and oversight of medical education. (Academic Medicine, 2005). Shared characteristics of these efforts include: • Relatively new institutional concept • Intention to enhance educational mission • Designed to stimulate educational innovation and improvements • Improves educators’ skill development • Promotes communication and collaboration among educators • Provides mentoring of junior faculty • Assists in promotion and tenure process

10. The Scholarship of Teaching Bender and Gray (1999) suggest that the scholarship of teaching begins where all intellectual inquiry begins, with questions about what is going on and how to explain, support, and replicate answers that satisfy us. Bender, Eileen and Donald Gray. 1999. The Scholarship of Teaching, Research, & Creative Activity (April 1999) XXII:1.

11. The CTF Framework

12. The CTF Framework CTF members identify the themed areas of most interest to them. Within themed areas, members chose focused project groups. Project groups either respond to a charge or design an approved project to pursue. Each project group has a designated leader responsible for the organizational and reporting elements. Each project group meets a minimum of once each month. Deadlines for approved project are established. Each subgroup produces works that will be made public, critically reviewed, and accessible for exchange with all faculty.

13. CTF Strategic Goals • Improve student outcomes in demonstrable ways • Disseminate activities through publication, presentation, and an increase in scholarship • Secure external funding

14. CTF Strategic Objectives • Foster core curricular enhancements designed to create a 4 year integrated curriculum • Create the most effective infrastructure for curriculum support and enhancement • Enhance faculty development opportunities for curriculum support and enhancement. • Sponsor educational research activities that ultimately enhance curriculum design and student outcomes.

15. CTF Charter Year in Review • Supporting the “Objectives Project” in conjunction with Academic Computing • Systematic assessment of each component of the performance evaluations, or “SPAs” • Six educational research projects have been submitted for external funding and three are currently in development

16. CTF Charter Year in Review • Systematic review of the evaluations of small group tutors • Development of methods to improve the small group facilitation skills of faculty • Systematically reviewing the small group cases, making revisions and enhancements

17. CTF Expectations (Individual) The following criteria will be used to define the success of individual members of the Core Teaching Faculty: • Demonstration of meaningful involvement in undergraduate medical education •  Fulfillment of the time commitment made to the Core Teaching Faculty • Involvement in Core Teaching Faculty activities in response to identified curricular needs • Achievement of personal outcome measures

18. The CTF and the Strategic Plan: The Next Step • Produce graduates with enhanced critical thinking, problem-solving, inquiry, and self-assessment skills necessary for self-directed, lifelong learning. • Instill a value for professional and ethical attitudes among students, faculty, and staff that demonstrates a respect for human dignity in the practice of medicine and health promotion. • Establish a system to provide a strong environment for education by supporting a core of committed educational faculty who will lead efforts in curriculum development, teaching, faculty development, and educational research. • Gain national prominence and recognition as innovators in educational program design, implementation, and success. • Establish a system to monitor and align Graduate Medical Education programs to appropriately address strategic needs of Wake Forest University Health Sciences and North Carolina Baptist Hospital.