Table Of ContentInnovation and Change in Professional Education 11
Yvonne Steinert Editor
Faculty
Development
in the Health
Professions
A Focus on Research and Practice
Faculty Development in the Health Professions
Innovation and Change in Professional Education
VOLUME 11
Series Editor:
W.H. Gijselaers, School of Business and Economics, Maastricht University,
The Netherlands
Associate Editors:
L.A. Wilkerson, David Geffen School of Medicine, University of California,
Los Angeles, CA, USA
H.P.A. Boshuizen, Center for Learning Sciences and Technologies, Open
Universiteit Nederland, Heerlen, The Netherlands
Editorial Board:
T. Duffy, School of Education, Indiana University, Bloomington, IN, USA
K. Eva, UBC Faculty of Medicine, Center for Health Education Scholarship,
Vancouver, BC, Canada
H. Gruber, Institute of Educational Science, University of Regensburg, Germany
R. Milter, Carey Business School, Johns Hopkins University, Baltimore, MD, USA
SCOPE OF THE SERIES
The primary aim of this book series is to provide a platform for exchanging experiences
and knowledge about educational innovation and change in professional education and
post-secondary education (engineering, law, medicine, management, health sciences, etc.).
The series provides an opportunity to publish reviews, issues of general signifi cance to theory
development and research in professional education, and critical analysis of professional
practice to the enhancement of educational innovation in the professions.
The series promotes publications that deal with pedagogical issues that arise in the context
of innovation and change of professional education. It publishes work from leading
practitioners in the fi eld, and cutting edge researchers. Each volume is dedicated to a specifi c
theme in professional education, providing a convenient resource of publications dedicated
to further development of professional education.
For further volumes:
http://www.springer.com/series/6087
Yvonne Steinert
Editor
Faculty Development
in the Health Professions
A Focus on Research and Practice
Editor
Yvonne Steinert
Centre for Medical Education
and Department of Family Medicine
Faculty of Medicine
McGill University
Montreal , QC , Canada
ISBN 978-94-007-7611-1 ISBN 978-94-007-7612-8 (eBook)
DOI 10.1007/978-94-007-7612-8
Springer Dordrecht Heidelberg New York London
Library of Congress Control Number: 2014930985
© Springer Science+Business Media Dordrecht 2014
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Pref ace
I n May 2011, educators from around the world gathered in Toronto for the 1st
International Conference on Faculty Development. Organized by McGill
University and the University of Toronto, this conference was designed to
encourage the exchange of best practices and research fi ndings, and to build a
global community of leaders dedicated to the professional development of faculty
members in a variety of settings. Convinced of the importance of faculty devel-
opment to achieve the goals of medical education in a global context, interna-
tional faculty development leaders and educators in the health professions came
together to explore how faculty development can prepare health professionals
for their multiple roles as teachers and educators, leaders and managers, and
researchers and scholars.
This book, which is a natural outgrowth of this conference and the deliberations
that took place in large group plenaries, workshops, research presentations, and
social events, aims to continue the dialogue that took place in 2011. By exploring
the scope and practice of faculty development in the health professions, we hope to
stimulate discussion about the current status of faculty development, ensure that
research (and evidence) informs ongoing practice, and highlight future directions
for research and practice.
Palmer (1998)1 has said that the ‘growth of any craft depends on shared practice
and honest dialogue among the people who do it’ (p. 144). In multiple ways, that is
the goal of this book: to make sense of the practical experience and research fi nd-
ings that have accumulated in this community of practice in order to help move the
fi eld of faculty development forward.
F aculty development has become an increasingly common enterprise in health
professions faculties and schools (and their affi liated hospitals), specialty societies,
regulatory bodies, and national and international associations. As a result, this book
1 Palmer, P. J. (1998). The Courage to Teach. San Francisco, CA: Jossey-Bass.
v
vi Preface
marks a moment in time where we can look back at past accomplishments and begin
to chart future directions. While there is still much to be accomplished, it is hoped
that the ideas and concepts in this book will help to inform future growth and
development.
This book is divided into six parts. Following a discussion of what we mean by
‘faculty development’ and the core concepts and principles that underlie the design
and implementation of diverse faculty development initiatives, we will describe the
capacity of faculty development programs and activities to enhance teaching and
education, leadership and management, research and scholarship, academic career
development, and organizational change. Based on the available literature and expe-
rience in the fi eld, we will then discuss a number of approaches to faculty develop-
ment, including work-based learning and communities of practice, peer coaching
and mentorship, workshops and seminars, fellowships and other longitudinal pro-
grams, and online learning, In addition, we will highlight practical applications and
describe how faculty development initiatives can be used to promote role modeling
and refl ective practice, competency-based teaching and assessment, interprofes-
sional education and practice, and international collaboration and partnerships. The
design and development of a comprehensive faculty development program will also
be addressed, as will the role of research, scholarship, and knowledge translation in
faculty development. The fi nal part of this book will draw upon lessons learned in
each chapter and try to develop a road map for the future.
It is hoped that this portrait of faculty development will be of interest to different
stakeholders, including faculty developers, educational leaders and administrators,
teachers, students, researchers, and policy makers in all of the health professions
who are interested in pursuing their own professional learning and that of their col-
leagues. Although many of the examples in this book are drawn from medicine, the
general principles and strategies apply to the professional development of all health
professionals. Similarly, although this book is designed for health professionals in
particular, many of its concepts and insights are relevant to individuals interested in
faculty development in other fi elds.
Each chapter in this volume is meant to review what we know about faculty
development in a designated area, discuss avenues for further development and
innovation, and where appropriate, provide a case example. Those who read the
book from cover to cover will obtain a comprehensive overview of what faculty
development can achieve. However, each chapter can also stand alone and appeal to
readers with specifi c interests.
This book represents the collective efforts of a team of international scholars and
educators who accepted the challenge of forging new territory and pushing the
boundaries in their thinking and writing about faculty development. Synthesizing
the current ‘state of the art’ and extending the reach of faculty development is no
easy feat; however, each of the authors, who represent a broad range of clinical and
educational backgrounds, has risen to this challenge, bringing meaningful insights
to faculty development based on their experiences in a variety of interprofessional
and international contexts.
Preface vii
T his Springer Series focuses on innovation and change in professional education.
In this case, it is the professional development of faculty members that we are
addressing. We hope that this collection, which includes content that is not otherwise
available, will facilitate program planning, implementation, and evaluation, move the
scholarly agenda forward, and promote dialogue and debate in this important fi eld of
practice and scholarship.
Montreal, QC, Canada Yvonne Steinert, Ph.D.
April 2013
Editor’s Bio
Yvonne Steinert is a clinical psychologist and Professor of Family Medicine in the
Faculty of Medicine at McGill University, Montreal, Quebec, Canada. She is the
Director of the Centre for Medical Education, the Richard and Sylvia Cruess Chair
in Medical Education, and the founding Associate Dean for Faculty Development in
the Faculty of Medicine (1993–2011). Dr. Steinert has been engaged in medical
education and faculty development for over 25 years in a variety of settings and is
actively involved in undergraduate and postgraduate medical education, educational
research, and the design and delivery of interprofessional faculty development pro-
grams and activities. Her research interests focus on teaching and learning in the
health professions, curriculum development and program evaluation, the impact of
faculty development on the individual and the organization, and the continuing pro-
fessional development of faculty members. She has written extensively on the topic
of faculty development and medical education, is frequently invited to address
health professionals and medical educators in academic and scientifi c settings, and
has been a driving force in promoting faculty development in local, national, and
international contexts. Dr. Steinert is a Past-President of the Canadian Association
for Medical Education and the recipient of several honors and awards in recognition
of her contributions to faculty development and health professions education.
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