Faculty Development for Teaching Improvement

Abstract

In the mid to late 1950s, the idea of preparing university faculty members as teachers emerged in medical education and since then has become the most common type of faculty development in health professions education. Several competency frameworks for health professions teachers have been described in the literature, each of which includes skills in curriculum design, teaching and support of learning, and assessment and feedback. Several best practice examples demonstrate how these competencies might be addressed in faculty development programming. The literature is limited in the quality of evidence available about what works for teachers, their students, and the systems in which both education and patient care occur. Understanding the ‘what’ and ‘how’ of teaching improvement in health professions education will require more rigorous outcome measures and attention to the individual and shared needs of teachers and learners and the communities of practice in which they work.

Appendix A

First three Domains of the 2012 Professional Standards of the Academy of Medical Educators (Re-printed with permission from the Academy of Medical Educators (2012) Professional Standards.)

1.1 Domain 1: Design and Planning of Learning Activities

This domain outlines the expected standards for medical educators involved in educational design and learning development processes. Applicants must demonstrate and referees must corroborate these capabilities.

Element	Standard level 1
Learning and teaching principles	1.1.1 Shows how the principles of learning and teaching are incorporated into educational developments
	1.1.2 Is aware of different ways of learning and teaching
Learning needs	1.1.3 Shows how the needs of learners are considered
Learning outcomes	1.1.4 Is aware of the need to define what is to be learned
Learning and teaching methods and resources	1.1.5 Is aware of a range of learning methods, experiences and resources and how they may be used effectively
Evaluation of educational interventions	1.1.6 Responds appropriately to feedback and evaluation of educational interventions

Standard level 2	Standard level 3
1.2.1 Applies learning and teaching principles in the design of a unit, module or subject area	1.3.1 Applies learning and teaching principles in the design of a curriculum for a whole course or degree program
1.2.2 Matches course design to support different ways of learning and teaching
1.2.3 Gathers and interprets basic information on the needs of learners	1.3.2 Conducts complex learning needs analyses including those of learners, groups, professions or healthcare systems
1.2.4 Constructs appropriate learning outcomes that can be measured or judged	1.3.3 Defines learning outcomes within theoretical frameworks
1.2.5 Matches learning methods, experiences and resources to intended outcomes	1.3.4 Is adaptive and effective in securing resources and dealing with constraints
1.2.6 Develops learning resources for planned courses
1.2.7 Evaluates and improves educational interventions	1.3.5 Conducts, interprets, acts on and disseminates evaluations of learning programs

1.2 Domain 2: Teaching and Supporting Learners

This domain outlines the expected standards for medical educators in relation to teaching and facilitating learning. Applicants must demonstrate and referees must corroborate these capabilities.

Element	Standard level 1
Delivering teaching	2.1.1 Appropriately uses a range of learning and teaching methods and technologies
Maintaining an effective learning environment	2.1.2 Is aware of the importance of establishing a safe and effective learning environment
Learning and teaching methods and resources	2.1.3 Is aware of a range of learning methods that may be used in learning and teaching activities
Feedback on learning	2.1.4 Understands the importance of seeking, receiving and responding to feedback about learning and teaching
Participation	2.1.5 Describes ways of involving learners in actual practice e.g. experiential learning opportunities
Reflection	2.1.6 Is aware of the importance of reflection on practice

Standard level 2	Standard level 3
2.2.1 Appropriately uses a broad range of learning and teaching methods and technologies	2.3.1 Is adaptive and innovative in respect to learning and teaching
	2.3.2 Supports others to innovate
2.2.2 Establishes an effective learning environment	2.3.3 Monitors and manages complex learning environments
2.2.3 Provides educational, personal and professional support in relevant contexts	2.3.4 Proactively seeks to improve the learning environment
2.2.4 Applies learning and teaching methods that are relevant to programme content	2.3.5 Adapts learning and teaching methods to unexpected circumstances
2.2.5 Uses learning resources appropriately	2.3.6 Develops innovative learning resources
2.2.6 Develops self-awareness in learners	2.3.7 Develops self-awareness in learners and teachers
2.2.7 Listens actively and provides effective feedback to learners using a range of methods	2.3.8 Interprets, synthesizes and deals with conflicting information arising from feedback from learners and educators
	2.3.9 Effectively demonstrates to learners the rationale for changing or not changing teaching and learning activities in response to feedback
2.2.8 Engages learners in reflective practice	2.3.10 Actively seeks to incorporate learners into a community of practice
2.2.9 Uses systems of teaching and training that incorporate reflective practice in self and others	2.3.11 Demonstrates a commitment to reflective practice in self, learners and colleagues

1.3 Domain 3: Assessment and Feedback to Learners

This domain outlines the expected standards for medical educators in making and reporting judgments that capture, guide and make decisions about the learning achievement of learners. Applicants must demonstrate and referees must corroborate these capabilities.

Element	Standard level 1
The purpose of the assessment	3.1.1 Is aware of the general purpose of assessment
The content of the assessment	3.1.2 Is aware that assessment should align with the course learning outcomes
The development of assessment	3.1.3 Is aware that good assessment practices are integral to course development
Selecting appropriate assessment methods	3.1.4 Is aware that assessment methods are chosen on the basis of the purpose, content and level of the assessment
	3.1.5 Uses a basic range of methods to assess learners
Maintaining the quality of assessment	3.1.6 Is aware that assessment practices require continuous monitoring and improvement

Standard level 2	Standard level 3
3.2.1 Relates the purposes of assessments to the context of the course or programme	3.3.1 Designs complex assessment strategies and blueprints
3.2.2 Demonstrates that the contribution of any assessment addresses the learning outcomes and the assessment blueprint	3.3.2 Maintains and manages assessment blueprints for one or more courses or levels
3.2.3 Contributes to the construction of assessment items	3.3.3 Leads design and development of assessments utilising accepted good practice such as in the determination of reliability, validity, acceptability, cost effectiveness and educational impact
3.2.4 Selects assessment methods that match the purpose, content and level of the learner	3.3.4 Assesses learners using a wide range of methods
3.2.5 Uses a broad range of methods to assess learners
3.2.6 Interprets accurately assessment reports in relation to educational quality management	3.3.5 Contributes under guidance to standard setting processes
	3.3.6 Applies standard setting procedures most relevant to particular methods and format
	3.3.7 Interprets technical data about effectiveness of assessment practices
	3.3.8 Prepares assessment reports for learners, examination boards and external stakeholders