Informal faculty development in health professions education
Identifying opportunities in everyday practice
Bibliographic Data
| ID | 21448623 |
|---|---|
| Authors | Svetlana King (0000-0002-3977-7269, Flinders University, corresponding author), Janet Richards (0000-0001-8215-2419, Flinders University), Anne-Marie Murray (Flinders University), Vanessa J Ryan (0000-0002-3518-9320, Flinders University), Amy Seymour-Walsh (0000-0003-2518-5243, Flinders University), Narelle Campbell (0000-0003-1088-1828, Flinders University), Koshila Kumar (0000-0001-8504-1052, Flinders University) |
| Year | 2021 |
| Volume | 43 |
| Issue | 8 |
| Pages | 874-878 |
| Publication date | 2021-08-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Medical Teacher (JOURNAL) |
| Journal identifiers | ISSN: 0142-159X • E-ISSN: 1466-187X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142159x.2021.1931080 |
| PMID | 34062088 |
| OpenAlex | W3165399223 |
| Language | EN |
| Citations received | 4 |
| References cited | 17 |
Introduction Faculty development (FD) supports health professions educators to develop knowledge, skills, and expertise. Whilst formal FD is a focus in the health professions education (HPE) literature, little is known about how FD occurs informally. We sought to identify opportunities and constraints for informal FD amongst health professions educators in the academic (university) setting and understand how they engage with these opportunities.Methods This exploratory study was conducted in one Australian university. Interviews and focus groups were conducted with undergraduate and postgraduate teachers and assessors (teachers) (n = 10); teaching team and program leaders (mid-level leaders) (n = 8); and senior (university-level) leaders (n = 2). We analysed data thematically and applied situated cognition theory.Results We identified three everyday educational practices that provide opportunities for informal FD in the academic setting: (1) applying evidence to; (2) evaluating; and (3) sharing, educational practice. Engaging with these opportunities was shaped by individuals’ motivation and proactivity to engage in professional learning (effectivities) and organisational culture and structures (constraints).Conclusion Applying evidence to, evaluating, and sharing educational practice provide valuable contexts for ongoing learning in the academic setting. Assisting educators and organisations to recognise and leverage these ‘in situ’ FD opportunities is vital in fostering a continuous learning culture
Allied health professions · Exploratory research · Faculty Development · Focus group · Health care · Medical education · Pedagogy · Political science · Proactivity · Professional development · Situated · Situated learning · Sociology · Evaluation of Teaching Practices · Health Professions · Higher Education Practises and Engagement · Innovations in Medical Education · Medicine · Psychology
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |