Faculty development for junior health professionals. (23rd May 2018)

• Record Type: Journal Article
• Authors: Burgess, Annette; van Diggele, Christie; Mellis, Craig
• Is Part Of: Clinical teacher. Volume 16:Number 3(2019)
• Page Start: 189
• Page End: 196
• Publication Date: 2018-05-23
• Subjects: Medical education -- Periodicals; Medical education -- Great Britain -- Periodicals; 610.711
• DOI: 10.1111/tct.12795
• Languages: English
• ISSNs: 1743-4971

Abstract

Summary: Background: The need for faculty development programmes designed to help junior health professionals fulfill their multiple roles, across various institutions, is widely acknowledged. Such programmes are usually logistically difficult for hospital clinicians to access, however, and are discipline based. In 2017, we collaborated with four health care faculties to develop a blended learning, interprofessional faculty development programme that was up to date, relevant, and accessible to clinicians working in the hospital and university settings. The purpose of our study was to explore participants' perceptions of the structure, processes and outcomes of the programme, using the conceptual framework of communities of practice. Methods: The Clinical Teacher Training (CTT) programme included eight modules delivered using a blended learning format. Participants were provided with education literature, online activities and videos, plus in‐class opportunities for active participation in small interprofessional learning groups and large group sessions. Quantitative data were collected from participants by questionnaire, and then analysed using descriptive statistics. Qualitative data were collected by focus group. Framework analysis was used to code the data set using 'communities of practice' as a conceptual framework. [Faculty development] programmes are usually logistically difficult for hospital clinicians to access and are discipline based Findings: Participants felt able to achieve most of the CTT programme learning outcomes through active participation, formative assessment and feedback. Participants felt that their learning was enriched through the blended learning platform, and through delivery within an interprofessional context; however, participants suggested it would be beneficial if more content was delivered through face‐to‐face sessions, particularly regarding 'Journal Club' and 'Mentorship' modules. Although participants felt well prepared to teach students, they felt less well prepared for assessment activities.