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Background: Faculty development programs tend to be oriented around content, yet many have produced positive outcomes unrelated to the content. We describe a faculty development program that utilized the processes of shared reading and guided reflection espoused by narrative medicine.

Description: To date, 25 preceptors in the Foundations of Clinical Medicine course have participated. The program consists of weekly seminars in which participants actively engage with text as a basis for conversation around content as well as teaching strategies.

Evaluation: Using qualitative methods, we examined notes from seminars, in-depth interviews, and review of curricular documents; we used conceptual frameworks from education as interpretive lenses. Participants recognized both personal growth and transformation in relationships with each other, which created the opportunity, and the means, to address and reshape norms and teaching practices at the institution.

Conclusions: Process-oriented faculty development programs may foster growth of individuals, contribute to transformation in relationships, and ultimately influence teaching practices.

Titel:	Faculty development as transformation: lessons learned from a process-oriented program.
Autor/in / Beteiligte Person:	Balmer, DF ; Richards, BF
Zeitschrift:	Teaching and learning in medicine, Jg. 24 (2012), Heft 3, S. 242-7
Veröffentlichung:	<2008- > : Philadelphia : Routledge ; <i>Original Publication</i>: Hillsdale, N.J. : Lawrence Erlbaum Associates, 1989-, 2012
Medientyp:	academicJournal
ISSN:	1532-8015 (electronic)
DOI:	10.1080/10401334.2012.692275
Schlagwort:	Adult Clinical Competence Female Humans Interpersonal Relations Male Program Development Qualitative Research Teaching methods Faculty, Medical Narration Preceptorship Program Evaluation methods Staff Development methods
Sonstiges:	Nachgewiesen in: MEDLINE Sprachen: English Publication Type: Journal Article; Research Support, N.I.H., Extramural Language: English [Teach Learn Med] 2012; Vol. 24 (3), pp. 242-7. MeSH Terms: Faculty, Medical* ; Narration* ; Preceptorship* ; Program Evaluation / methods ; Staff Development / methods ; Adult ; Clinical Competence ; Female ; Humans ; Interpersonal Relations ; Male ; Program Development ; Qualitative Research ; Teaching / methods References: Med Educ. 2005 Feb;39(2):154-62. (PMID: 15679682) ; Acad Med. 2010 Sep;85(9 Suppl):S365-9. (PMID: 20736588) ; Adv Health Sci Educ Theory Pract. 2000;5(2):151-162. (PMID: 12386471) ; Acad Med. 2006 Nov;81(11):979-83. (PMID: 17065860) ; Acad Med. 2006 Nov;81(11):959-64. (PMID: 17065856) ; Acad Med. 2006 Nov;81(11):975-8. (PMID: 17065859) ; Acad Med. 2006 Nov;81(11):954-8. (PMID: 17065854) ; Acad Med. 2006 Nov;81(11):969-74. (PMID: 17065858) ; Acad Med. 2009 Aug;84(8):1089-97. (PMID: 19638779) ; Acad Med. 2004 May;79(5):469-80. (PMID: 15107288) ; Med Educ. 2010 Sep;44(9):900-907. (PMID: 20716100) ; Acad Med. 2006 Nov;81(11):965-8. (PMID: 17065857) ; Acad Med. 2006 Nov;81(11):945-53. (PMID: 17065852) ; Acad Med. 2006 Nov;81(11):936-40. (PMID: 17065850) ; Acad Med. 2009 Jan;84(1):117-25. (PMID: 19116489) ; Acad Med. 2006 Jul;81(7):668-73. (PMID: 16799296) ; Med Educ. 2010 Jan;44(1):31-9. (PMID: 20078754) ; JAMA. 2001 Oct 17;286(15):1897-902. (PMID: 11597295) ; Acad Med. 2006 Nov;81(11):984-9. (PMID: 17065862) ; Acad Med. 2006 Nov;81(11):990-4. (PMID: 17065863) Grant Information: K07 HL082628 United States HL NHLBI NIH HHS; R25 HL108014 United States HL NHLBI NIH HHS; 5K07HL82628 United States HL NHLBI NIH HHS Entry Date(s): Date Created: 20120711 Date Completed: 20121206 Latest Revision: 20211021 Update Code: 20231215 PubMed Central ID: PMC3895942

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Faculty development as transformation: lessons learned from a process-oriented program.