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Related Concept Videos

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
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Impression Management Techniques III: Aligning Actions01:29

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Aligning actions are communicative strategies individuals employ to maintain social harmony and preserve personal identity in the face of potential disruptions to social norms. These actions are particularly important in managing social impressions when one's behavior might be seen as inappropriate, incompetent, or morally questionable.Types of Aligning ActionsThe three principal types of aligning actions are disclaimers, accounts, and apologies.DisclaimersDisclaimers are preventive; they are...
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Hebbian LTP
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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
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Twelve tips for increasing transfer of training from faculty development programs.

Stephen L Yelon1, J Kevin Ford, William A Anderson

  • 1Michigan State University , USA.

Medical Teacher
|July 3, 2014
PubMed
Summary

Medical faculty development programs are essential for training physicians in teaching, research, and leadership skills. Effective programs must ensure that learned knowledge is applied on the job to enhance academic physician competence.

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Area of Science:

  • Medical Education
  • Academic Medicine
  • Faculty Development

Background:

  • Physicians in medical schools receive extensive clinical training but often lack formal instruction in teaching, research, and leadership.
  • Academic physicians require specialized skills beyond clinical expertise to succeed in their roles.
  • Current faculty development often fails to ensure practical application of learned skills.

Purpose of the Study:

  • To provide evidence-based recommendations for designing and conducting faculty development programs.
  • To enhance the competence of medical school faculty as teachers, researchers, and leaders.
  • To foster the transfer of training from educational programs to the daily practice of academic physicians.

Main Methods:

  • Review of empirical research and practical experience in faculty development.
  • Analysis of factors influencing the transfer of training in academic settings.
  • Development of actionable tips for program design and implementation.

Main Results:

  • Faculty development programs must prioritize the practical application of learned skills.
  • Program design should actively motivate and enable faculty to use new knowledge.
  • Successful programs facilitate the transfer of training to the physician's role.

Conclusions:

  • Well-designed faculty development is crucial for cultivating competent academic physicians.
  • Focusing on transfer of training is key to the success of these programs.
  • Medical schools should invest in faculty development to improve teaching, research, and leadership.