International Conference “Healthcare Management and Medical Education – 2012”

1. . Rethinking Faculty Development International Conference “Healthcare Management and Medical Education – 2012” An Excellent school can be recognised by how it Recruits, Retains, Re-energises, Recognises & Rewards its teachers Madalena Patrício

2. Overview • To be a ‘top medical School’ and a ‘top teacher’ • ‘Teachers & Teaching’ : topics high in the medical education agenda • Faculty Development in practice • The role of a Department of Medical Education • Conclusions

3. Schools & Staff are living exciting challenging times

4. No doubt we all want to be a “TOP medical school” Harvard Medical School But what do we mean by a “TOP medical school?

5. Is there such a thing as a Top Medical School?

7. There is no such thing as ‘curriculum development’ only ‘staff development’. NO YES or

8. Recruits Retains Re-energises Recognises Rewards At the Saudi Society for Medical Education Meeting in Jizan, April 2010 Presentation on the “5 Rs” Harden RM gave a provocative talk There is no such thing as ‘curriculum development ‘ only ‘Staff Development ‘

9. WHY is investment in teachers so important

10. Academic Medicine, 2 0 0 3 Whitcomb, ME Teaching as the “key” ingredient • Medical schools must appreciate their teachers • They must invest in activities to optimize staff performance • This is a challenge medical schools must not fail to meet

11. Teaching a high topic in Medical Education agenda The importance of ‘TEACHING’ is recognised in International Conferences such as AMEE AMEE 2012 Sessions dedicated to teaching/teachers 8 Short Communication sessions 7 Poster sessions 6 Workshops 2 Symposia

12. But what do we mean by being a ‘good teacher’

13. When recruiting and retaining teachers medical schools must take into account the 12 Roles of the Teacher Medical schools must value Teaching Competencies & Qualities other than content & research

14. What can make the difference in faculty development

15. CHOICE Let’s have a look at the values of a top world entreprise.Let’s learn from them GROWTH IMPACT LEADERSHIP

16. Faculties should invest in other R’s

17. Recreate an environment for exceptional teachers Recreate a spirit of partnership and institutional belonging Rebuild confidence and relationships based on trust Reinvigorate teachers’ development and innovation Reinvest in teachers’ independence and empowerment Reinstall a progress policy “up or out” Medical Schools

18. Recreate an environment for exceptional teachers Performance measured purely on the merit of one’s contributions Medical Schools

19. Promoting the truth as staff see it. Rebuild confidence and relationships based on trust Medical Schools

20. Provide opportunities for teachers’ growth as professionals and as people Revigorate teachers’ development and innovation Medical Schools

21. Reinvest in teachers’ independence and empowerment Promote a culture where staff remain independent and be able to express disagreement Medical Schools

22. Operate as one firm: same standards, same ethics, same team Recreate a spirit of partnership and Institutional belonging Medical Schools

23. Promote teachers based on performance Reinstal a progress policy “up or out” Medical Schools

24. How to approach faculty development

25. Small is beautiful • Faculty is not a luxury • Outcomes should be realistic • Sustainable faculty development needs a • Medical Education Department

26. Setting up DEPARTMENT UNIT OFFICE DIVISION CATHEDRA ???

27. Support teachers & Teaching Service Provision Research Create a Vision Promote Change DME Main Goals

28. Medical Education Departments across the world are supporting medical schools regarding staff development Their developmental programs are all different

29. There is no a ‘Best’ programme Different designs & formats • Medical Education conferences • Medical Education litterature • Medical Education courses • Medical Education on-line facilities • ... Etc... Medical schools commited to their teachers’ growth offering different opportunities It is important to notice that ... staff development is a result of individual commitment, is must be a personal agenda...

30. What can teachers gain from courses, masters,workshops Let me share with you the feedback received from master students 13 years after they attended a Master Course in Medical Education

31. Master Course in Medical Education A joint initiative from the University of Lisbon & University of Wales Graduation Ceremony in Cardiff , UK 20Master Students all MDs, 17 PhDs, different backgrounds

32. Feedback 13 years after a Master Course in Medical Education I discovered Medical Education as a “Science” I learn how to communicate I am now aware of the need for permanent self -evaluation permanent feedback being available to my students I learnt to teach my students “How to think” and I discovered that to be seen as “a good teacher ” is not enough

33. Feedback 13 years after a Master Course in Medical Education It was and it is still determinant in my participation in the faculty Medical Education is not just “intuition & some skills” ... Medical Education is a science The group of master students become a group of fellows who speak a common language and make things happen in the school I gained the power of intervention at the faculty reforms and as the Coordinator of the Department of Surgery

34. GMC AMEE Guide • Adopt a collaborative approach • Perform needs analysis • Identify Internal and External Drivers

35. What about ‘rewards’ as ‘external drivers’

36. “ “Cindy Reed, EdD, Professor of Educational Foundations, Leadershp & Technology at Auburn Univ. RIGOR I have mixed feelings about merit pay. Merit pay can be an incentive, but there’s a danger in terms of what criteria are used to determine who gets merit pay and for what reasons. There needs to be an open series of conversation about WHAT would constitute meritorious teaching and HOW one would assess that. TRANSPARENCY

37. The danger is to assess what is easier to assess rather than the key ingredients of teaching which may be more difficult to assess.  • A system to evaluate teaching is crucial • Triangulation is essencial • Give voice to students, teachers and other stakeholders

38. Should faculties invest on ‘leaders’ or just on ‘teachers’

39. Give power to teachers .... Let them challenge the way faculty should go ahead • Educate “Champions” as teachers leaders • Internal needs and motivations are some of the driving forces that compel individuals to become leaders

40. How can schools make the difference

41. 1. Outcomes of graduates 2. Standards for the delivery of teaching, learning and assessment

42. Critical Factors Transparent objectives Institutional support Not threatening Having an attitude of “Seduction” Not only a “Top down” structure But also a “Bottom up” structure “Ownership” of other units “Collaboration” AMEE Guide 28

43. Critical factors Having “power” to implement change Multiprofessionalism / Range of expertise “Not distracted” from important activities Investment should be made in what can be changed Investment in what is useful to practice

44. Involving students adds impact • ... “ Perhaps the concept should not be staff development of teaching skills but staff & students development of teaching and learning skills” • Giving students a voice is crucial

45. AMEE is there to help What is AMEE doing

47. AMEE Courses

48. BEST EVIDENCE MEDICAL EDUCATION www.bemecollaboration.org

49. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education Steinert et al, 2006 BEME Guide No. 8.

50. Resuls of faculty initiatives - high satisfaction with programs - positive changes in attitudes towardfaculty development and teaching - increased knowledge of educationalprinciples and gains in teaching skills