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Related Experiment Videos

Preparing faculty to teach managing care competencies: lessons learned from a national faculty development program.

Maryjoan D Ladden1, Antoinette S Peters, Jamie B Kotch

  • 1Department of Ambulatory Care and Prevention, Harvard Medical School, Boston, MA 02215, USA. maryjoan_Ladden@hphc.org

Family Medicine
|February 13, 2004
PubMed
Summary

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Faculty development programs can enhance teaching skills for managing care competencies. These programs equip educators to implement curriculum changes and foster faculty growth in quality improvement and cost-effectiveness education.

Area of Science:

  • Medical Education
  • Health Professions Education
  • Curriculum Development

Background:

  • Medical literature often describes care management competencies, but clinical curricula lag in integration.
  • Faculty skepticism and lack of preparedness hinder teaching these essential skills.
  • A need exists to equip educators with the expertise to teach quality improvement and cost-effectiveness.

Purpose of the Study:

  • To design, implement, and evaluate a faculty development program.
  • To enhance faculty skills in teaching quality improvement and cost-effectiveness in clinical settings.
  • To prepare faculty to train their peers in these critical competencies.

Main Methods:

  • A 4-month faculty development program utilizing a train-the-trainer model.

Related Experiment Videos

  • Included two 2-day workshops with pre-, mid-, and end-program activities.
  • Employed readings, lectures, discussions, and active learning to build content knowledge and teaching skills.

    • Main Results:

    • Thirty-nine faculty participated in the program.
    • Participants reported increased knowledge and practical teaching skills.
    • The program successfully modeled various teaching approaches and provided feedback.

    Conclusions:

    • Faculty gained confidence in content mastery and teaching abilities.
    • Effective curriculum change requires faculty to be change agents, not just content experts.
    • Ongoing support and networking are crucial for faculty driving educational innovation.