Faculty Development 101

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Faculty Development 101
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• No bubble is so iridescent or floats longer
  than that blown by the successful teacher.
• William Osler
  (1849-1919)

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Faculty Development is

• an organized, goal-directed process to achieve
  career progression and growth.
• an endeavor pursued over the entire span of
  ones career that should be consciously
  integrated into daily activities.
• Glenn Hamilton,
  M.D.

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Faculty Development Requires

• - A vision/mission - for your professional life
• - Self-motivation - you control your destiny
• - A job - ideally, one in line with your mission
• - Support - a good boss and a mentor
• - A plan - a path to attaining your goals
• - Skills - some you have, some need development
• - A balanced life
• - Continual re-assessment

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Vision/Mission

• A vision is a doable dream derived from
• experience, knowledge and imagination.
• -John Maxwell

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Self-Motivation
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Self-Motivation

• From now on, when junior faculty ask me about
  faculty development, instead of telling them to
  selectively say yes, I am going to tell them to
  selectively say no. Im going to say that in
  order for the academic world to open up for you,
  you must create the opportunity to say yes,
  instead of creating the circumstances that allow
  you to say no.
• Michelle H.
  Biros, M.D., M.S.

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The Job

• Just as residency training programs provide
  the structure, supervision and graduated
  responsibility necessary to foster the
  development of competent emergency physicians,
  faculty development programs must provide the
  structure, mentorship and graduated opportunities
  necessary to foster the development of successful
  emergency medicine faculty.

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The Job

• - Type/mission/culture of the Institution ?
• - Mission and role of the DEM ?
• - Your role/position within the DEM ?
• - Job responsibilities and expectations ?
• - Resources and support for activities ?
• - Criteria for academic advancement ?
• - DEM track record for faculty development ?

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Boss and Mentor

• Mentorship A dynamic reciprocal
• relationship between an advanced
• person (the mentor) and a junior
• person (the protégé) aimed at
• fostering the development of both
• individuals.

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• A Mentor is a
• 1. Role Model
• 2. Teacher
• 3. Counselor
• 4. Advocate
• 5. Facilitator

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• Studies Show That Mentorship
• 1. Improves self-confidence
• 2. Influences goal setting
• 3. Improves coping skills
• 4. Enhances goal attainment

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Why be a mentor ?
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A Plan
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The Job

• A survey of medical school promotion
  committee chairs found the following relative
  importance of various activities in decisions
  made about faculty in clinical educator tracks
• 1 - Teaching skills
• 2 - Clinical skills
• 3 - Mentoring
• 4 - Academic administration
• 5 - Development of educational programs
• 6 Non-research scholarship
• 7 - Clinical research
• 8 - Education research
• 
  Beasley BW. JAMA 278723-8, 1997

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Educational Skills

• - Bedside teaching skills
• - Lecture presentation skills
• - Group discussion skills
• - Evidence-based medicine skills
• - Use of technology in education
• - Curriculum design and evaluation
• - Student evaluation

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Administrative Skills

• - Managerial skills Time management
• Decision
  making/analysis
• Running
  meetings
• - Business skills Budget development
• QI/PI skills
• Coding and
  billing
• Legal issues
• - Use of technology in administrative activities
  

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Research Skills

• - Laboratory research
• - Clinical research
• - Medical education research

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Professional Skills

• - Interpersonal skills
• - Interviewing skills
• - Leadership skills
• - Counseling/mentorship skills
• - Scholarly writing skills
• - Dealing with the media
• - Wellness and stress management

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Academic Skill Development

• 1. Fellowship training
• 2. On-the-job training, augmented by
• - Courses SAEM, CORD, ACEP , CareerTrack,
• Fred Prior Seminars
• - Reading See SAEM and ACEP websites
• - Risk taking
• - Ongoing feedback from chair/mentor

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John Maxwells Qualities of Leadership

• Character Passion
• Charisma Positive Attitude
• Commitment Problem Solving
• Communication Relationships
• Competence Responsibility
• Courage Security
• Discernment Self-Discipline
• Focus Servanthood
• Generosity
  Teachability
• Initiative Vision
• Listening

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Balance Your Life
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Faculty Development Requires

• - A vision/mission - for your professional life
• - Self-motivation - you control your destiny
• - A job - ideally, one in line with your mission
• - Support - a good boss and a mentor
• - A plan - a path to attaining your goals
• - Skills - some you have, some need development
• - A balanced life
• - Continual re-assessment