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Faculty Development Advancements–Lessons Learned in a Time of Change

Faculty development (FD) activities at colleges of medicine shifted to virtual in March 2020 as the coronavirus pandemic limited in-person engagement. Medical schools delivered quality virtual faculty development (VFD) through accessing national and international experts virtually, improving faculty...

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Autores principales: Minor, Suzanne, Berry, Andrea, Luhanga, Ulemu, Chen, Weichao, Drowos, Joanna, Rudd, Mariah, Kaprielian, Victoria S., Bailey, Jean M., Gupta, Shanu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8866926/
https://www.ncbi.nlm.nih.gov/pubmed/35228894
http://dx.doi.org/10.1007/s40670-022-01523-y
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author Minor, Suzanne
Berry, Andrea
Luhanga, Ulemu
Chen, Weichao
Drowos, Joanna
Rudd, Mariah
Kaprielian, Victoria S.
Bailey, Jean M.
Gupta, Shanu
author_facet Minor, Suzanne
Berry, Andrea
Luhanga, Ulemu
Chen, Weichao
Drowos, Joanna
Rudd, Mariah
Kaprielian, Victoria S.
Bailey, Jean M.
Gupta, Shanu
author_sort Minor, Suzanne
collection PubMed
description Faculty development (FD) activities at colleges of medicine shifted to virtual in March 2020 as the coronavirus pandemic limited in-person engagement. Medical schools delivered quality virtual faculty development (VFD) through accessing national and international experts virtually, improving faculty access to FD through recorded sessions, collaborating across institutions, and building on previous success as comfort with virtual platforms grew. Disruptive innovation and Keller’s ARCS model, highlighting motivational concepts of attention, relevance, confidence, and satisfaction, guided nine faculty developers’ reflections towards continuous quality improvement of VFD offerings. The convenience and low-cost availability of virtual activities mean this format will likely persist.
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spelling pubmed-88669262022-02-24 Faculty Development Advancements–Lessons Learned in a Time of Change Minor, Suzanne Berry, Andrea Luhanga, Ulemu Chen, Weichao Drowos, Joanna Rudd, Mariah Kaprielian, Victoria S. Bailey, Jean M. Gupta, Shanu Med Sci Educ Monograph Faculty development (FD) activities at colleges of medicine shifted to virtual in March 2020 as the coronavirus pandemic limited in-person engagement. Medical schools delivered quality virtual faculty development (VFD) through accessing national and international experts virtually, improving faculty access to FD through recorded sessions, collaborating across institutions, and building on previous success as comfort with virtual platforms grew. Disruptive innovation and Keller’s ARCS model, highlighting motivational concepts of attention, relevance, confidence, and satisfaction, guided nine faculty developers’ reflections towards continuous quality improvement of VFD offerings. The convenience and low-cost availability of virtual activities mean this format will likely persist. Springer US 2022-02-24 /pmc/articles/PMC8866926/ /pubmed/35228894 http://dx.doi.org/10.1007/s40670-022-01523-y Text en © The Author(s) under exclusive licence to International Association of Medical Science Educators 2022
spellingShingle Monograph
Minor, Suzanne
Berry, Andrea
Luhanga, Ulemu
Chen, Weichao
Drowos, Joanna
Rudd, Mariah
Kaprielian, Victoria S.
Bailey, Jean M.
Gupta, Shanu
Faculty Development Advancements–Lessons Learned in a Time of Change
title Faculty Development Advancements–Lessons Learned in a Time of Change
title_full Faculty Development Advancements–Lessons Learned in a Time of Change
title_fullStr Faculty Development Advancements–Lessons Learned in a Time of Change
title_full_unstemmed Faculty Development Advancements–Lessons Learned in a Time of Change
title_short Faculty Development Advancements–Lessons Learned in a Time of Change
title_sort faculty development advancements–lessons learned in a time of change
topic Monograph
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8866926/
https://www.ncbi.nlm.nih.gov/pubmed/35228894
http://dx.doi.org/10.1007/s40670-022-01523-y
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