Faculty Development
(Provided by Richard Sarkin and LuAnn Wilkerson)
Books and A/Vs for faculty developers:
Although the following resources are of particular interest to people
who are responsible for faculty development, they can be helpful to all
who are committed to their personal development as educators. Some of the
materials are designed to be used in conducting faculty development workshops.
Battles, James B., Duane L. Dowell, and Lynne M. Kirk. Residency Teacher
Series. Dallas, Tex: University of Texas Southwestern Medical Center, 1988.
- This "TRAINING KIT" called the FLEXTRAKIT, was developed
by the Divisions of Ambulatory Pediatrics and General Internal Medicine
and the Department of Biomedical Communications. The kit addresses 5 skills
areas needed by a residency teacher: (1) development of curriculum and
instruction; (2) teaching methods; (3) evaluation; (4) administration;
and (5) academic survival skills. These units are divided into 28 separate
modules of instruction, each of which can be used to support one workshop
or teaching session of about 2 hours in length.
- The kit contains: (1) a User's Guide, (2) faculty handouts, and (3)
AV materials. The User's Guide, which contains the entire curriculum, describes
how each module can be modified and used. The guide also contains evaluation
instruments. A camera ready set of master handouts contain the essential
content of each module. Over 300 slides are provided along with 7 trigger
tapes.
Bland, Carol J. Faculty Development through Workshops. Springfield,
Ill: Charles Thomas, 1980.
- Topics in this BOOK include assessing participant needs, setting workshop
goals, preparing a budget, selecting and keeping in touch with participants,
selecting teaching strategies, choosing a workshop setting, and establishing
evaluation strategies.
Bland, Carol J., Constance C. Schmitz, Frank T. Stritter, Rebecca
C. Henry, and John J. Aluise. Successful Faculty in Academic Medicine: Essential
Skills and How to Acquire Them. New York: Springer Publication, 1990. 315
pages
- The authors of this BOOK describe a model faculty development curriculum.
For each of the curriculum's 5 domains (education, administrative, research,
written communication evaluation) needed competencies and goals are described
as well as courses, strategies, and resources for teaching those competencies.
Annotated bibliographies are available for each domain. Guidelines are
provided for implementing and evaluating faculty development programs.
Douglas KC, Hosokawa MC and Lawler FH, A Practical Guide to Clinical
Teaching in Medicine. Springer Publishing, 1988. 191 pages 
- Although some of the information in this book is dated (e.g., the information
on computers does not talk about the internet or CD Rom since they were
not available to faculty at the time the book was written), there is information
here that is helpful and appropriate for those who are just starting to
teach, or those faculty who teach in community-based programs.
Jason, Hilliard and Jane Westberg. Teachers and Teaching in U.S. Medical
Schools. New York: Appleton-Century-Crofts, 1981. 320 pages
- This BOOK reports, analyzes and discusses implications of the largest
study known to ever have been undertaken of medical teachers, with a sample
drawn from every school then in existence in the U.S.. This study, which
was done under the auspices of the AAMC and funded by the Kellogg Foundation
and the Commonwealth Fund, used paper-based instructional simulations to
understand the decision steps and strategies used by medical teachers when
confronting common instructional challenges. Topics presented in the book
include the context of the study, the design of the instruments and approaches
used, the characteristics and views of the teachers, and the teachers'
decisions and practices when faced with decision tasks in the areas: (1)
designing course segments, (2) constructing tests; (3) lecturing, (4) conducting
small group discussions; (5) supervising students in clinical settings;
and (6) supervising students who are doing research. The conclusions of
the study are summarized. Recommendations are made for faculty development
and for improving medical education.
[NOTE: The publisher has let this book go out of print. A few copies
remain and are available at a reduced price through Centre Communication,
Boulder, Colorado: 800-886-1166]
Miller, George. Educating Medical Teachers, Cambridge, Massachusetts,
London, Harvard University Press, 1980. 235 pages
- In this BOOK, Dr. Miller, a pioneer in medical education, explores
the history of educational research programs for the health professions
since 1955 when the first Project in Medical Education was initiated at
the University of Buffalo. Dr. Miller describes the evolution and vicissitudes
of educational research units and their impact on the medical establishment.
Preceptor Education Project: Workshop Leader's Manual and Workbook.
STFM Preceptor Education Project Committee, Kansas City, Mo: the Society
of Teachers of Family Medicine, 1992.
- This INSTRUCTIONAL PACKAGE designed primarily for use in workshops
with preceptors of 3rd and 4th year medical students consists of a (1)
a workbook, which can be used by workshop participants or as a stand-alone
resource and (2) a Leader's manual consisting of the workbook materials
plus instructions on how to teach the 8 modules contained in the workbook.
A videotape and overhead transparency templates are also included for workshop
leaders. The modules are: (1) orientation/introduction; (2) organization
and planning; (3) observation; (4) teaching; (5) feedback; (6) evaluation;
(7) handling problems; (8) summary.
Primary Care Futures Project. Faculty Development Workbook. Office
of Community Programs. Worchester, MA: University of Massachusetts Medical
Center, 1995.
- This faculty development WORKBOOK was developed by the Massachusetts
Statewide Health Education Center for use in workshops for preceptors in
all the health professions who are teaching in community health centers.
The workbook contains outlines for 4 modules: (1) the effective teacher;
(2) the educational planning process; (3) teaching styles and methods;
and (4) educational evaluation. Other tools in the workbook include handout
and overhead materials, role-play exercises, an annotated bibliography,
and networking references.
Simpson, Deborah E. Producer. Improving Clinical Teaching Through
SATS (1992), and, A Facilitator's Guide to SATS Consultation (1994). Milwaukee,
WI: Medical College of Wisconsin.
- The first VIDEOTAPE presents a series of standardized ambulatory teaching
situations (SATS) in which clinical teachers role-play encounters with
standardized medical students who present patients to them. In the second
videotape Dr. Simpson uses encounters from the first tape to demonstrate
how to do SATS consultations with clinical teachers. The cases presented
in the first tape are summarized in Simpson DE, Lawrence SL, McCormack
TE. Standardized Ambulatory Teaching Situations: Case Workbook and Samples.
Madison, WI: Medical College of Wisconsin. 1992-1996.
Westberg, Jane and Hilliard Jason. (Authors, Producers, and Hosts).
Clinical Teaching. Produced at the University of Miami School of Medicine,
1989. Distributed by Centre Communications (Boulder, CO: 800-886-116) and
the Society of Teachers of Family Medicine.
- This VIDEO SERIES contains 7 programs, each about 20 minutes long (plus
a 10 minute overview tape), which are designed to be used interactively
in faculty development workshops or independent study, in medicine and
nursing. The programs are: (1) Orienting learners; (2) Assessing learners'
needs; (3) Developing plans for learning; (4) Providing systematic practice;
(5) Asking questions; (6) Fostering learners' self-critique; (7) Providing
constructive feedback. The programs are meant to provoke thinking and to
stimulate discussion, rather than to provide comprehensive reviews of the
topics presented. Each program presents multiple vignettes, illustrating
effective and ineffective approaches in a variety of instructional situations.
Viewers are frequently asked to stop the tape and respond to challenges
that can either be presented by the series hosts or by the faculty developer
using the tapes. For each program the Leader's/User's Guide provides further
issues for reflection and discussion as well as recommended follow-up activities.
Practical suggestions are also provided for persons using the programs
with groups of teachers.
Westberg, Jane and Hilliard Jason. (Authors, Producers, and Hosts).
Making Presentations. Produced at the University of Miami School of Medicine,
1991. Distributed by the Society of Teachers of Family Medicine and Centre
Communications (Boulder, Colorado: 800-886-116).
- This 32 minute-long VIDEO can be used alone or in conjunction with
the GuideBook of the same name. The video can be used interactively
by a faculty developer working with a group of educators, or it can be
used by individual educators. Multiple vignettes illustrate effective and
ineffective strategies. Viewers are frequently asked to stop the tape and
respond to challenges that can either be presented by the series hosts
or by the live faculty developer.
Weimer, Maryellen. Improving College Teaching: Strategies for Developing
Instructional Effectiveness. San Francisco: Jossey-Bass, 1990.
- Although she is writing about college teaching, the author deals with
issues and strategies relevant to improving teaching in the health professions.
Topics include removing barriers to teaching improvement (e.g., overcoming
faculty resistance) and key elements of successful instructional development
(e.g., ongoing assessment and feedback, colleagues assisting colleagues,
and supportive academic leaders).
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