2019 Fall: Reimagining Faculty Development in Health Professions Education

Faculty development can be defined as the myriad ways in which institutions and organizations support faculty members’ roles in education, research, service, and administration. These faculty development activities can take on a variety of forms and may have a range of goals and objectives. This Fall, the IAMSE webinar series will take a close look at faculty development for educators in the health professions. The five-part webinar series will begin with an introduction to current trends in faculty development for educators and scholars including identifying current challenges and opportunities. The series will then continue by examining specific topics in faculty development in detail. First, we will hear about recruiting, retaining, and developing a diverse faculty, which is crucial in creating and maintaining an inclusive learning environment. The following session will be a how-to webinar on the construction of strong promotion and tenure packets based on the educational mission of one’s institution. Next, two innovative faculty development programs will be presented as case studies in successful faculty development, one sponsored by an institution and another sponsored by a professional society. The series will conclude with a webinar examining strategies for early intervention, specifically how to develop trainees as medical educators. This series will provide participants with not only practical tips for developing their own skills but also insight into how to become engaged with and possibly improve the faculty development culture within their institutions.

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September 5, 2019 at 12:00 pm

The Current Landscape of Faculty Development: Challenges and Opportunities

Presenter: Alice Fornari, EdD

Dr. Fornari is the Associate Dean of Educational Skills Development, Zucker SOM (ZSOM) at ZSOM and is the Vice President of Faculty Development for the 23 hospitals of the Northwell Health organization. Her faculty development role at both institutions is designed to align the UME, GME and CPD continuum. Serving in these roles for the past 10 years allows her to bring UME curricular innovations to the GME programs and recruit educators from GME to participate in faculty development and teaching at the School of Medicine. She is co-editor of the IAMSE publication “How to Guide for Active Learning” produced by the IAMSE Publications Committee in 2015. She has developed and implemented longitudinal CPD learning for faculty: “Learning Drives Teaching and Assessment” workshops, an educational research curriculum, “Educational Research Skills Development”, and system-wide “Resident as Teacher” and “Chief Resident” curriculum courses, all of which include interactive didactics and experiential components to assure skill-building is occurring in real-time. Dr. Fornari is actively engaged in obtaining external funding and implementing novel programs to transform medical education across the continuum. In 2014, Dr. Fornari was awarded a 2-year grant, Mentoring and Professionalism in Training (MAP-IT), funded by the Arnold P. Gold Foundation that focused on developing mentoring skills in clinicians to achieve humanistic relationships with trainees, colleagues and ultimately patients across the continuum of medical education. In 2015 the Department of Internal Medicine was awarded a 5-year HRSA Primary Care Training and Education grant, Improving Patient Access and Care Through Training (IMPACcT). Dr. Fornari is Co-Principle Investigator on this grant and has oversight of implementation of grant activities which seek to transform delivery of education to students and residents in ambulatory clinical care environments and impacting care delivered in those settings. All of her grant funded projects have had sustainability beyond the funding period. National presentations and publications have disseminated the funded educational innovations. Currently she is a peer reviewer for numerous medical education journals, including Medical Science Educator and MedEdPortal. She uses her professional time to mentor numerous colleagues on educational research and how to bring an idea to project fruition and then publication. This mentoring also includes grant writing to seek funds for medical education projects. Dr. Fornari is an inaugural member of the Zucker SOM Academy of Medical Educators (AME) and in her faculty development role is intimately involved in the creation of its mission, landmark activities and message to all faculty at the Northwell Health Organization.

A large component of any academic professional development program is faculty development, as the success of education excellence primarily hinges on the effectiveness of educators. To maintain faculty vitality and commitment to their home institutions it is incumbent to offer faculty development opportunities. A systematic review by Steinert states the field of faculty development has grown substantially in the last 10 years. This webinar will review the field over the past 10 years. In addition, it will highlight the varieties of faculty development activities, formal and informal, short and longitudinal, and diverse design principles. There will be a focus on the need to build communities of practice in the workplace and foster participants passions with like-mined colleagues to share ideas and resources and work collaboratively on projects. The session will conclude with challenges of assessment of faculty development initiatives to assure accountability of oversees of programs and to support desired outcomes from all participants.

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September 12, 2019 at 12:00 pm

Recruiting, retaining and developing a diverse faculty

Presenter: Darin Latimore, MD

Darin A. Latimore, MD, has been Deputy Dean for Diversity and Inclusion at the Yale School of Medicine (YSM) since January 2017, and is the School of Medicine’s inaugural Chief Diversity Officer.

Alongside YSM senior leadership, Dr. Latimore is responsible for developing a comprehensive plan for furthering diversity, equity, and inclusion at the school, including a robust recruitment and retention program for faculty, and students from historically underrepresented in medical communities. He coordinates with such groups as the Diversity, Inclusion, Community Engagement & Equity (DICE), the Minority Organization for Retention and Expansion (MORE), the Committee on the Status of Women in Medicine (SWIM), the Committee on Diversity, Inclusion, and Social Justice (CDISJ), and the Dean’s Advisory Council on LGBTQ Affairs.

As part of his current strategy is to improve the cultural climate for all of YSM. Dr. Latimore has given over 50 talks on the topic of unconscious bias, training 1200 people. Dr. Latimore’s research focus is microaggression and how it affects health professional students in the educational environment.

Dr. Latimore’s passion for promoting diversity and inclusion stems from his own background. As an undergraduate at University of California, Berkeley, he felt isolated on a campus where there were few African-Americans and even fewer students from his socioeconomic background. After obtaining his medical degree at University of California, Davis School of Medicine, he completed his residency in internal medicine at University of California, Davis Medical Center.

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September 19, 2019 at 12:00 pm

Congratulations! You’ve been promoted! Introducing the IAMSE Educator Toolkit

Presenter: Bonny Dickinson, PhD and Maria Sheakley, PhD

Dr. Bonny Dickinson is the associate dean for faculty affairs and professor of microbiology and immunology in the department of biomedical sciences at Mercer University School of Medicine. Dr. Dickinson is a member of the IAMSE Board of Directors, an Associate Editor of Medical Science Educator, Chair of the IAMSE Professional Development Committee, and co-chair of CAMSE, the Committee for the Advancement of Medical Science Educators (a subcommittee of the Professional Development Committee). CAMSE created educator and evaluator toolkits to facilitate the documentation and review of educator portfolios for the purposes of appointment, promotion/tenure, or induction into a teaching academy. These toolkits are available as an IAMSE recommended resource on the IAMSE website.


Dr. Maria Sheakley is Vice Chair and Professor of Physiology in the Department of Biomedical Sciences at Western Michigan University Homer Stryker M.D. School of Medicine. Dr. Sheakley is an Associate Editor of Medical Science Educator, member of the Committee for the Advancement of Medical Science Educators (a subcommittee of the Professional Development Committee), and member of the 2021 IAMSE program committee.

Educators in the health professions are busy people. We teach, assess learners, engage in educational leadership and administration, develop and assess curricula, advise and mentor students and colleagues, and conduct research. This IAMSE webinar will introduce tips and tools to help you build an outstanding educational portfolio that highlights the impact of your scholarly activities. We will explore how the IAMSE Educator Toolkit helps you to document your work in a format that is clear and easily interpreted by department chairs, promotion committee members, and other institutional leaders involved in appointment, promotion, and tenure decisions.

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September 26, 2019 at 12:00 pm

Innovative faculty development programs: two case studies

Presenter: David Rogers, MD, MHPE, FACS, FAAP and Melissa Klein, MD, MEd

Dr. David A. Rogers is a professor in the Departments of Surgery, with secondary appointments in the Departments of Medical Education and Pediatrics and an adjunct appointment in the Collat School of Business. He has served as the Senior Associate Dean of Faculty Affairs and Professional Development at the School of Medicine since 2012 and in this role serves as the co-director of the UAB Healthcare Leadership Academy. He was named the UAB Medicine Chief Wellness Officer and was appointed to the ProAssurance Chair of Physician Wellness in 2018.

Dr. Rogers received his medical degree from the University of South Florida and completed his general surgery training at the Medical College of Georgia. He subsequently completed his pediatric general surgery training at the University of Tennessee and a pediatric surgery oncology fellowship at St. Jude Children’s Research Hospital. He received a Master of Health Professions Education degree (MHPE) from the University of Illinois at Chicago and completed the Surgical Education Research Fellowship program sponsored by the Association for Surgical Education.

Melissa Klein, MD, MEd is a Professor of Pediatrics at Cincinnati Children’s Hospital Medical Center and the University of Cincinnati College of Medicine. She serves as the Director of the Primary Care Pathway of the Pediatrics Residency Program, the Medical Director of the On-line Masters of Education program, the Director of the Academic Pediatric Association’s Educational Scholars Program and an Associate Editor for Education in Academic Pediatrics. She has a strong passion for caring for children from underserved communities in a primary care setting. As such, she serves as the physician champion for education for the Medical-Legal Partnership, a Board Member of the area’s largest food bank and recently led the endeavor to start an in-clinic pantry for food insecure families seen in the primary care center. Her main educational research interest focuses on creating innovative educational experiences to improve physician performance and impact patient outcomes.

The Healthcare Leadership Academy was founded 11 years ago at the University of Alabama at Birmingham. The program is a collaborative program of the Collat School of Business and the School of Medicine and involves participants from all of the health-related schools (e.g. Nursing, Public Health, etc.) and from throughout the UAB Medicine clinical enterprise. It was designed to expose these emerging leaders to fundamental leadership concepts relevant to healthcare leaders and to provide overview of UAB Medicine. The curriculum involves a weekend kick-off session that utilizes the physical challenges of a high-ropes course and is followed by a series of day-long sessions that occur the monthly for the remainder of the 8- month-long program. Participants interact with senior leaders in a small group setting and hear presentations on a variety of leadership-related topics. They also work in small project groups to develop proposals for initiatives that would add benefit to UAB Medicine and the program concludes with a formal presentation of these proposals.

Several of the project proposals have been implemented as actual programs and the participants are particularly appreciative of time with the senior leaders in an intimate setting. Other outcomes of the program were presented in a comprehensive review of the program published in 20141. The most durable valuable outcome of the program are the relationships that the participants form with each other during the experience. Therefore, a recent addition was the creation of a private social media network of both past and present participants with the thought of enhancing this social network by creating connections between all alumni of the program.

In this portion of the webinar, I will discuss the model for the Educational Scholar’s Program, a national educator faculty development program. I will start off with a description of the need that led to the program’s development and the program’s goals, objectives and guiding principles. I will describe the curriculum, both online and in-person components as well as programmatic outcomes

1. Savage, G.T., Duncan, W.J., Knowles, K.L., Nelson, K., Rogers, D.A. and Kennedy, K.N., 2014. Interprofessional academic health center leadership development: the case of the University of Alabama at Birmingham’s Healthcare Leadership Academy. Applied Nursing Research, 27(2), pp.104-108.

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October 3, 2019 at 12:00 pm

Beyond See One, Do One, Teach One: Developing Graduate Students and Medical Trainees as Medical Educators

Presenter: Valerie O'Laughlin, PhD and Teri Turner, MD, MPH, MEd

Valerie Dean O’Loughlin, Ph.D., is Professor of Anatomy and Assistant Director of Undergraduate Education at Indiana University School of Medicine – Bloomington (IUSM-B). She teaches anatomy, a pedagogical methods course, and mentors PhD students pursuing medical education research. Her research interests are in anatomy education and teaching assistant pedagogical development, and she utilizes both quantitative and qualitative methods for her education research. She was the recipient of the 2014 Scholar Educator award from the Indiana University School of Medicine, which recognizes a single faculty member who approaches teaching through a scholarly lens. Valerie is coauthor of two textbooks: McKinley/O’Loughlin/Pennefather-O’Brien: Human Anatomy, 6th edition and McKinley/O’Loughlin/Bidle: Anatomy & Physiology: An Integrative Approach, 3rd edition

Teri L Turner is professor and Martin I Lorin, M.D., Endowed Chair in Medical Education, Department of Pediatrics at Baylor College of Medicine, and director, Center for Research, Innovation, and Scholarship in Medical Education, Texas Children’s Hospital, Houston, Texas. She was part of the national Student as Teacher Delphi group that defined curricular priorities for student-as-teacher programs and she currently mentors the Academy of Distinguished Resident Educators in the Department of Pediatrics at Baylor College of Medicine. Dr. Turner has mentored resident educators in the development of both a teaching portfolio and a required month long teaching rotation (Supervising and Teaching as Residents with Safety) that both received the ACGME David C. Leach Award for educational innovation. She is the first author of the Clinician-Educator’s Handbook, designed to aid clinicians in their day-to-day teaching duties. At her core, Dr. Turner is fervent about helping others succeed in their roles as teachers and educational scholars.

This session will focus on building the skills of graduate students, medical students, and graduate medical education trainees as medical educators. The webinar will present two distinct yet parallel methods (graduate students and medical trainees) for developing learners in the art and science of medical education. We will begin by explaining why these types of training are needed, what training strategies are successful, and what challenges may exist in developing this training at your institution. It will highlight specific methods to leverage students as peer teachers that not only are effective but also can provide an even larger return on investment beyond the teaching that is provided. Participants will be provided with resources for curricula, assessment tools, and innovative ideas to reward trainees for their teaching.

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