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Related Experiment Videos

The health sciences communicator as faculty developer.

J B Battles1, L M Kirk, D L Dowell

  • 1Department of Biomedical Communications, University of Texas Southwestern Medical Center, Dallas.

The Journal of Biocommunication
|January 1, 1989
PubMed
Summary
This summary is machine-generated.

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A model faculty development program for primary care faculty was created using the Delphi and Nominal Group Technique. The curriculum covers curriculum development, teaching methods, evaluation, administration, and academic survival skills, incorporating andragogy and innovation diffusion.

Area of Science:

  • Medical Education
  • Primary Care
  • Faculty Development

Background:

  • Effective faculty development is crucial for primary care education.
  • Existing programs may not adequately address the multifaceted needs of primary care faculty.

Purpose of the Study:

  • To determine essential content for a model faculty development program tailored for primary care faculty.
  • To establish a comprehensive curriculum framework for enhancing primary care educators' skills.

Main Methods:

  • A hybrid approach combining the Delphi Technique and Nominal Group Technique was employed.
  • Systematic consensus-building methods were used to identify key curriculum components.

Main Results:

  • A five-unit curriculum was developed: curriculum and instruction development, teaching methods, evaluation, administration, and academic survival skills.

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  • The program philosophy integrates andragogy, technology transfer, diffusion of innovation, and networking principles.
  • Program delivery models include short-term, long-term, and extended formats like fellowships.

    • Conclusions:

    • The developed model provides a structured and comprehensive approach to primary care faculty development.
    • This curriculum addresses critical areas for enhancing teaching effectiveness, administrative skills, and career longevity in academic primary care.
    • The integrated philosophy supports a modern, adaptive, and collaborative approach to faculty growth.