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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

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Future focus for professional development.

Nicole K Roberts1, Lisa D Coplit

  • 1a Department of Medical Education , Southern Illinois University School of Medicine , Springfield, Illinois , USA.

Teaching and Learning in Medicine
|November 20, 2013
PubMed
Summary
This summary is machine-generated.

Professional development in medical schools now focuses on institutional needs and faculty success. Effective programs offer brief, online, and workplace-integrated training to support faculty facing competing demands.

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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

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Area of Science:

  • Medical Education
  • Faculty Development
  • Higher Education Administration

Background:

  • Professional development has shifted from individual leaves to institutionally focused programs.
  • Medical school faculty balance teaching, research, and service, often under institutional financial pressures.
  • Faculty are increasingly expected to teach in diverse environments and succeed in multiple endeavors.

Purpose of the Study:

  • To examine professional development issues specific to the medical school context.
  • To advocate for professional development approaches that acknowledge faculty workloads and institutional demands.
  • To identify strategies for enhancing faculty success in teaching and other academic pursuits.

Main Methods:

  • Analysis of the evolving landscape of faculty professional development.
  • Consideration of the unique pressures within medical school environments.
  • Proposal of practical, time-efficient professional development strategies.

Main Results:

  • Professional development must recognize faculty's commitment to teaching excellence amidst competing priorities.
  • Brief interventions, online offerings, and workplace-integrated approaches are effective.
  • Faculty development initiatives should leverage existing knowledge and respect faculty time.

Conclusions:

  • Professional development in medical schools requires a context-aware, faculty-centered approach.
  • Tailored, accessible professional development enhances faculty engagement and success.
  • Supporting faculty in navigating competing demands is crucial for institutional goals.