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Related Concept Videos

International Nursing Organizations II01:28

International Nursing Organizations II

The World Health Organization (WHO) is a specialized agency of the United Nations based in Geneva. The WHO has many initiatives that center around health. Primarily, they lead global efforts to expand universal health coverage using science-based policies and programs. They are also responsible for shaping health research agendas and developing norms and standards.
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Models of Health Promotion and Illness Prevention II

The person's health status fluctuates continually, varying from being in good health to becoming ill and returning to being healthy. To understand the concept of illness prevention, there are two models. First, the health-illness continuum model is a graphic representation of an individual's wellness. It states that a person is considered healthy in the absence of physical disease and the presence of good emotional health.
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Models of Health Promotion and Illness Prevention I01:25

Models of Health Promotion and Illness Prevention I

A model is a theoretical way to understand a concept or an idea. Models can overcome barriers to health regardless of diverse economic and cultural backgrounds. In addition, models make the task easier by providing different ways to approach complex issues. There are two major health promotion models: the health belief model and the health promotion model.
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International Nursing Organizations I01:23

International Nursing Organizations I

International Nursing Organization (ICN) is a global union of national nurses' organizations. Individual nurses can be a part of ICN through member organizations. Each member organization strives to ensure quality nursing care, sound health policies, the advancement of nursing knowledge, respect for the profession, and a satisfied and competent nursing workforce.
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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Project-based faculty development by international health professions educators: practical strategies.

Stewart Mennin1, Summers Kalishman, Mary Ann Eklund

  • 1Department of Cell Biology and Physiology, University of New Mexico, School of Medicine, NM, USA. menninsp@gmail.com

Medical Teacher
|October 30, 2012
PubMed
Summary

Project-based faculty development in health professions is effective. Key challenges include time and resources, but strong leadership and collaboration lead to successful education innovations.

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Area of Science:

  • Health Professions Education
  • Faculty Development
  • Educational Innovation

Background:

  • Project design and implementation is an emerging educational strategy for health professions faculty development.
  • This approach applies learning to real-life situations within a supportive environment.

Purpose of the Study:

  • To analyze project evolution and identify common experiences, challenges, and successful strategies.
  • Focus on 54 mid-career faculty from 18 developing countries (2001-2006).
  • Examined the design, implementation, and evaluation of education innovations.

Main Methods:

  • Retrospective analysis of 54 projects over 16-18 months.
  • Iterative qualitative analysis of 324 reports and interview transcripts (6-year data collection).
  • Chronological analysis of project evolution.

Main Results:

  • Key skill areas: educational methods, leadership, management, and collaboration.
  • Common challenges: competing responsibilities, lack of protected time, limited resources.
  • Success themes: leadership, organization, collaboration, professional growth, societal context awareness.

Conclusions:

  • Identified common challenges and success factors in project-based faculty development.
  • Developed 12 practical, generalizable strategies for successful project-based faculty development.