Capacity Building for Academic Excellence

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Capacity Building for Academic Excellence

• Khalid A. Bin Abdulrahman
• MD, DPHC, ABFM, MHSc (MEd)
• Director of Medical Education Center
• 28/ 3 / 1424 ( 29 / 5 / 2003 )

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Outline of the presentation

• What is capacity building?
• Why it is so important?
• Faculty career stages.
• How can you build up your educational
• capacity.
• Evaluation of academic performance.
• Take home messages.

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What is capacity building activities?

• All activities ( formal and/or informal )
  designed to prepare faculty members for their
  various academic roles and to sustain their
  productivity and promotion.
• It is a tool for improving the educational
  vitality excellence of medical schools

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Why it is so important?

• No gene for teaching
• Increasing demands are being placed upon medical
  school faculty members to be creative and
  effective teachers, successful investigators, and
  productive clinicians.
• Professional values Islamic ethics

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CME VS Faculty Development

• CME is a continuing process that involves
  practicing physicians, practice environments,
  learning resources, and interventions designed to
  improve the ability of physicians to provide
  better medical care to patients

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Faculty Development

• FD is a continuing process that involves
  activities designed to improve medical teachers
  knowledge and skills and to sustain their
  vitality both now and in the future in areas
  considered essential to the performance of a
  faculty member in a department or residency
  program.

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Faculty career stages

• A model of chronological stages of teacher
  development has been described by Batty HP and
  Rubenstein W ( U of T 1997 )

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Faculty career stages

• Stage one
• ( Junior faculty ) age 30 35
• Enthusiasm
• Lack of experience
• Instability

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Faculty career stages

• Stage two
• Career maturity ( 35 45 )
• Productivity
• In focus
• Early stage of professorship
• National / regional links
• Social obligation

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Faculty career stages

• Stage three
• Seniority ( 45-55 )
• Professorship
• Professional focus
• International links
• More social obligation

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• Stage four
• Final phase ( 55-65)
• Generatively / Experience transfer
• Supporting students and other faculty to reach
  their own full potentials in clinical practice,
  teaching, administration and research.

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• Stagnation
• Frustration
• Lack of productivity
• Final focus
• Develop or expand interests outside of medicine

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FD needs assessment survey

• McGill university (Acad Med 1997 72(6)558-559
  )
• Improving lecturing skills,
• Using computers for medical informatics and
• The preparation of audiovisual aids,
• Clinical teaching ( including ambulatory and
  office teaching )

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• Non-teaching activities (including research and
  administration),
• Small-group teaching, evaluation of students and
  residents, and
• Giving effective feedback

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Academic learning needs

• INSTRUCTIONAL DEVELOPMENT
• PROFESSIONAL DEVELOPMENT
• LEADERSHIP DEVELOPMENT
• ORGANIZATIONAL DEVELOPMENT
• RESEARCH DEVELOPMENT

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INSTRUCTIONAL DEVELOPMENT
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Lecturing skills

• The purpose of the lecture
• The context of the lecture
• What do students require of a lecture
• Preparing the lecture

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• Presenting the lecture
• What additional techniques are available?
• When things go wrong
• Evaluating the lecture

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Helping students learn

• learning cycle
• Principle of adults learning
• Learning more effectively
• SDL CBL

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• Taxonomy (classification) of educational
  objectives
• How to act as a catalyst, and not as an obstacle,
  for learning

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Preparing teaching materials

• Types of teaching/learning aids
• The whiteboard
• The overhead projector
• The slide projector
• LCD/Data show projector
• Video and films
• Flip charts

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• Printed materials
• Simulated materials and plastic models
• - Evaluating teaching learning material

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Teaching practical clinical skills

• The attributes of an effective clinical teacher
• Improving ward-based teaching
• Ambulatory-based teaching
• Improving the clinical tutorial
• Improving communication consultation skills

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• Alternatives to traditional ward teaching
• Techniques for teaching particular practical and
  clinical skills
• Evaluating clinical and practical teaching
• Application of medical ethics

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Tutoring in small groups

• The importance and merits of small group
  tutorials
• How to conduct and manage a small group
  tutorial?
• Group dynamics

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• Formative evaluation in small group tutorials
• self evaluation
• peer evaluation
• tutor evaluation of the group
• group evaluation of the tutor
• evaluation of the educational material in
  the session
• When things go wrong

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Planning a course or curriculum

• Objectives and course design
• Formulating objectives
• Relating objectives to teaching and learning
  activities

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• Relating objectives to assessment methods
• Sequencing and organizing the course
• Traditional versus innovative curricula
• Evaluating the course

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Students assessment

• The purposes of students assessment
• - Types of assessment (formative/summative)
• Assessment methods
• oral
• written
• structured (clinical/practical)
• self assessment
• portfalio
• Reporting results

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Leadership health administration
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• Management Administration, differences and
  merits
• Leadership styles (transactional, transforming,
  and moral)
• How to develop a personal/institutional vision

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• How to state policies
• Planning (operational, tactical, and strategic)
• Organization supervision

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• Change management
• Information management
• Time management
• Effective meeting
• Hospital management
• Continuous Quality Improvement (CQI)
• Human resource policy and planning

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How can you build up your educational capacity

• A. Internal motivation
• Self-assessment
• Self building
• Learning contract

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• B. External
• Active participation in all existing FD
  activities
• ME courses meetings

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• Balance between
• Academic
• Clinical
• Research
• Personal socials needs / obligations
• N. B Education is first

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Evaluation of academic performance

• Self- evaluation
• check list
• portfolio
• Peer evaluation
• Students evaluation
• External evaluation

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Take home messages

• There is no gene for teaching
• The primary role of medical teacher is teaching
• Self motivation satisfaction are important for
  sustaining education productivity
• Faculty promotion policy has to put more emphasis
  on education productivity

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Thank you for listening