The Core Teaching Faculty

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The Core Teaching Faculty
2
Emerging Academies

• 2003 21 of 97 reporting institutions has an
  Academy or equivalent program
• Defined as a formal organization recognizing
  faculty contributions to medical education and
  designed to enhance educational missions
• One structural response to the imbalance between
  the clinical, research, and educational missions.
  
• Academic Medicine, Vol. 80, No. 4/April 2005

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The Core Teaching Faculty Mission

• The Core Teaching Faculty (CTF) was established
  to further and enhance the educational goals of
  the institutions strategic plan, increase the
  capacity to accomplish the curriculum
  objectives, and to create the framework for the
  scholarship of teaching to be recognized and
  rewarded through promotion and tenure.

4
The Core Teaching Faculty Vision

• The Core Teaching Faculty is committed to
  supporting an environment that enhances the
  educational experiences of students, fosters
  curricular innovation, and promotes and rewards
  educational contributions and scholarship.

5
The CTF a Response to a Mandate of the Strategic
Plan

• Produce graduates with enhanced critical
  thinking, problem-solving, inquiry, and
  self-assessment skills necessary for
  self-directed, lifelong learning.
• Instill a value for professional and ethical
  attitudes among students, faculty, and staff that
  demonstrates a respect for human dignity in the
  practice of medicine and health promotion.
• Establish a system to provide a strong
  environment for education by supporting a core of
  committed educational faculty who will lead
  efforts in curriculum development, teaching,
  faculty development, and educational research.
• Gain national prominence and recognition as
  innovators in educational program design,
  implementation, and success.
• Establish a system to monitor and align Graduate
  Medical Education programs to appropriately
  address strategic needs of Wake Forest University
  Health Sciences and North Carolina Baptist
  Hospital.

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The Core Teaching Faculty and WFUSM Curriculum
Objectives

• Development of self-directed learning and
  lifelong learning skills
• Solid core of biomedical science knowledge
• Competent clinical skills
• Problem-solving and clinical reasoning skills
• Interviewing and communication skills
• Information management skills
• Professional attitudes and behaviors

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The Scholarship of Teaching

• For an activity to be designated as scholarship,
  it should manifest at least three key
  characteristics
• It should be public
• It should be susceptible to critical review and
  evaluation
• It should be accessible for exchange and use by
  other members of ones scholarly community
• Lee Schulman, President of The Carnegie
  Foundation, 1998

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The Scholarship of Teaching

• The mission and vision of the CTF coincides with
  a growing national conversation about the
  scholarship of teaching. Strategies to raise the
  value of the scholarship of teaching include
• Establish a formalized structure that can promote
  this culture of value.
• Bring facultys work as teachers the recognition
  and reward afforded to forms of scholarly work.
• Understand that the scholarship of teaching can
  and should take different forms.
• Assess scholarship using standards of
  significant results.
• Broaden the view of scholarship to include all of
  facultys intellectual works and endeavors.

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The Scholarship of Teaching

• The mission and vision of the CTF coincides with
  a growing number of medical schools efforts to
  create an institutional system for empowering
  faculty ownership and oversight of medical
  education. (Academic Medicine, 2005). Shared
  characteristics of these efforts include
• Relatively new institutional concept
• Intention to enhance educational mission
• Designed to stimulate educational innovation and
  improvements
• Improves educators skill development
• Promotes communication and collaboration among
  educators
• Provides mentoring of junior faculty
• Assists in promotion and tenure process

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The Scholarship of Teaching

• Bender and Gray (1999) suggest that the
  scholarship of teaching begins where all
  intellectual inquiry begins, with questions about
  what is going on and how to explain, support, and
  replicate answers that satisfy us.
• Bender, Eileen and Donald Gray. 1999. The
  Scholarship of Teaching, Research, Creative
  Activity (April 1999) XXII1.

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The CTF Framework
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The CTF Framework

• CTF members identify the themed areas of most
  interest to them.
• Within themed areas, members chose focused
  project groups.
• Project groups either respond to a charge or
  design an approved project to pursue.
• Each project group has a designated leader
  responsible for the organizational and reporting
  elements.
• Each project group meets a minimum of once each
  month.
• Deadlines for approved project are established.
• Each subgroup produces works that will be made
  public, critically reviewed, and accessible for
  exchange with all faculty.

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CTF Strategic Goals

• Improve student outcomes in demonstrable ways
• Disseminate activities through publication,
  presentation, and an increase in scholarship
• Secure external funding

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CTF Strategic Objectives

• Foster core curricular enhancements designed to
  create a 4 year integrated curriculum
• Create the most effective infrastructure for
  curriculum support and enhancement
• Enhance faculty development opportunities for
  curriculum support and enhancement.
• Sponsor educational research activities that
  ultimately enhance curriculum design and student
  outcomes.

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CTF Charter Year in Review

• Supporting the Objectives Project in
  conjunction with Academic Computing
• Systematic assessment of each component of the
  performance evaluations, or SPAs
• Six educational research projects have been
  submitted for external funding and three are
  currently in development

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CTF Charter Year in Review

• Systematic review of the evaluations of small
  group tutors
• Development of methods to improve
• the small group facilitation skills of faculty
• Systematically reviewing the small group cases,
  making revisions and enhancements

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CTF Expectations (Individual)

• The following criteria will be used to define the
  success of individual members of the Core
  Teaching Faculty
• Demonstration of meaningful involvement in
  undergraduate medical education
•  Fulfillment of the time commitment made to the
  Core Teaching Faculty 
• Involvement in Core Teaching Faculty activities
  in response to identified curricular needs
• Achievement of personal outcome measures

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The CTF and the Strategic Plan The Next Step

• Produce graduates with enhanced critical
  thinking, problem-solving, inquiry, and
  self-assessment skills necessary for
  self-directed, lifelong learning.
• Instill a value for professional and ethical
  attitudes among students, faculty, and staff that
  demonstrates a respect for human dignity in the
  practice of medicine and health promotion.
• Establish a system to provide a strong
  environment for education by supporting a core of
  committed educational faculty who will lead
  efforts in curriculum development, teaching,
  faculty development, and educational research.
• Gain national prominence and recognition as
  innovators in educational program design,
  implementation, and success.
• Establish a system to monitor and align Graduate
  Medical Education programs to appropriately
  address strategic needs of Wake Forest University
  Health Sciences and North Carolina Baptist
  Hospital.